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ELEMENTARY EDUCATION 



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FROM THE EIGHTH ANNUAL REPORT OF THE 
EDUCATION DEPARTMENT 



ALBANY 
1912 



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JUN 8 W1' 






'^ [ From the Eighth Report of the New York State Education Department. 1912.I 



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ELEMENTARY EDUCATION 

PREPARED BY 

THOMAS E. FINEGAN 
Third Assistant Commissioner of Education 

Of the States of the Union, New York ranks first in wealth, 
manufactures, commerce and population. The largest city in the 
country and the second largest in the world is located within her 
borders. More than ten million people, or about one-tenth of the 
population of the entire country, have established their homes 
within her territory. Among these people are representatives of 
every civilized nation. Her prosperous cities, her vast mountain 
regions, her rich farming sections, her rivers and lakes and other 
natural resources afford a diversity of manufacturing and commer- 
cial activities which require a high standard of intelligence among 
her citizens engaged in the usual and ordinary pursuits of life. 
She now has boys and girls exceeding in number one and one-half 
millions who are being trained to enter these various vocations in 
life. It is the function of the elementary schools to -perform this 
work. With an equipment of about twelve thousand school build- 
ings, about thirty-eight thousand teachers, an invested capital of 
one hundred and sixty-five million dollars, and at an expenditure of 
about forty-four million dollars annually, these schools are engaged 
in the performance of such duty. The demands of the times are 
constantly pressing upon the elementary schools for more complete 
and additional service. With becoming conservatism, but with 
wholesome progress and the hearty support and cooperation of the 
people generally, these schools adjust their functions to meet the new 
demands. A review of the year's work, with such suggestions as 
appear timely, is hereby submitted. 

ONE HUNDREDTH ANNIVERSARY 
The Legislature of 1811 authorized Governor Tompkins to 
appoint five commissioners to report a system for the organization 
and establishment of common schools. The Governor appointed 
the following: Jedediah Peck, John Murray, jr, Samuel Russell, 
Roger Skinner and Samuel Macomb. These commissioners pre- 



l8 NEW YORK STATE EDUCATION DEPARTMENT 

sented a comprehensive report to the Legislature of 1812, showing 
the necessity for the estaibHshment of a system of schools and out- 
hning a general plan. They also submitted the draft of a bill 
which became a law June 19, 181 2. WHiile the act of 1795 encour- 
aged the establishment of schools, yet it did not create a State 
system, and it became inoperative after 1800. as the Legislature 
then ceased to make appropriations for the support of the schools. 
The act of 181 2 laid the broad foundation upon which our State 
system of education has been constructed, and for a period of one 
hundred consecutive years our State has maintained a public school 
system, giving it increasing support in accordance with its needs. 
It is an important event in the history of the State. It is therefore 
suggested that during the }ear 1912 each school in the State should 
observe this anniversary with appropriate exercises. 

THE LAW GOVERNING CITY SCHOOL SYSTEMS 

The laws controlling the local government of the school systems 
of the several cities of the State are quite generally incorporated 
into the charters which define the municipal powers and duties of 
such cities. This is fundamentally wrong and is not productive of 
sovmd school administration. The schools of a city are established 
for the purpose of providing educational facilities for the children 
residing therein. The authority which makes it necessary for such 
city to provide schools is the State Constitution. The Constitution 
does not provide that such schools shall be local schools, but, on the 
contrary, provides that they shall be a part of the common school 
system of the State. Under the same authority the Legislature 
has established a State system of common schools. The Legisla- 
ture annually appropriates large sums of money for the support and 
maintenance of such system. These simis of money are annually 
apportioned among all the schools. The State provides for the 
general direction and control of its schools. The schools, wherever 
located, are State schools and not local schools. This educational 
policy of the State is sound. It has been repeatedly upheld by our 
courts. The courts have even held that where a locality may fail 
or refuse to set in operation the established machinery for the main- 
tenance of schools the State may not only step in and open and 
maintain such schools, even at the expense of the locality, but that 
it becomes the duty of the State to take such action. 

The inaintenance of schools is therefore a State function. In 
making provisions for the operation of such schools, the State may 



ELEMENTARY EDUCATION I9 

Utilize the machinery already created in a community for the exer- 
cise of any of the powers necessary to the maintenance of local 
government. This may be done as a matter of e,conomy of admin- 
istration or for serving' such other convenience as appears neces- 
sary. The work of the schools of a city and their management and 
control were intended to be entirely independent of the usual 
municipal affairs which are incident to the government of a city. 
The custom, however, of including in a city charter the law relating 
to the local management of schools has often resulted in regarding 
the schools as purely municipal affairs. This custom has also in 
many cases caused municipal officers and local political organiza- 
tions to look upon school positions as places to be controlled in the 
same manner as municipal positions are generally controlled. 
Moreover, the mere fact that this law is in the charter presents 
the temptation to modify such law for political or personal reasons 
whenever a city charter comes before the Legislature for general 
consideration. The political vicissitudes of our day lead to much 
legislation affecting the purely political side of our city aff'airs. 
When one party is in power, the charters of cities will often be 
modified so as to give such party a distinct advantage in the muni- 
cipal aff'airs of the cities of the State. When the opposite party 
regains power, it will make similar changes in city charters and for 
the same purpose. This action invariably leads to legislation modi- 
fying the law governing the schools and very generally to the dis- 
advantage of the school interests. This was notably true of the 
proposed legislation on this subject before the Legislature of 191 1. 
The chief illustration was the proposed charter of Xew York City. 
There was no demand from those charged with the responsibility of 
the supervision and management of the schools of that city for any 
material modification of the law relating to the local management 
of such schools. The proposition to modify such law came from those 
charged with no official responsiliility in the general control of such 
schools. The legislation suggested was opposed not only by the city 
officials charged with the responsibility of the general direction of 
such schools but by all prominent men throughout the country who 
were best entitled to speak upon sound principles of school adminis- 
tration. The attention of school officers and the teaching' staff was 
for several months diverted from the work in the schools to the ne- 
cessity of protecting their interests and the interests of the schools. 
All this was bad and was a direct loss to the schools. New York 
was not the only citv whose school interests were affected in this 



20 NEW YORK STATE EDUCATION DEPARTMENT 

way. Proposed general amendments to the articles on the schools 
in the charters of seven other cities were before the Legislature. 

All this embarrassment to the schools may easily be remedied. 
The law regulating the local control and management of the schools 
of the several cities of the State should be taken out of the city 
charters and should be incorporated in the Education Law. This 
action may be taken without confusion and without decreasing in 
the slightest the powers now conferred upon local superintendents 
or boards of education. Three additional articles might be incor- 
porated into the Education Law, one for each class of cities. 

The present appears to be an opportune time to inaugurate a move- 
ment to effect such action. A commission employed by the Gov- 
ernor is engaged in drafting a uniform charter for cities of the 
third class. If this commission should recommend uniform laws 
for the management and control of the schools in these cities, such 
laws should be incorporated into the Education Law instead of the 
uniform charter for cities of the third class. The law already 
enacted in relation to the schools in the cities of the second class 
should be transferred from the charter for such cities to the Educa- 
tion Law. The law now governing the school systems of New York 
and Rochester are similar in many respects. A law could be drawn 
to meet the local necessities of each of the cities of the first class. 
If this is not feasible, separate provisions for each of such cities 
could be made a part of the Education Law. So long as the laws 
governing the local management of the schools are continued as a 
part of the city charters, just so long will the school systems of the 
cities be subject to the interference and confusion which several have 
recently experienced. 

In the preparation of a law to govern the local management of 
the schools of our cities, sound business principles and pedagogical 
standards must be respected to the end that our city schools shall 
meet more completely and efficiently the constantly increasing de- 
mands which are made upon them. The following fundamental 
principles must be observed : 

1 The absolute divorcement of the school affairs from the other 
municipal and political activities of the city. 

2 The professional direction of the school system should be under 
the charge of the superintendent of schools. This should include 
the right to nominate assistant superintendents, supervisors, di- 
rectors and teachers, and to determine the qualifications of teachers, 
courses of study, etc. 



ELEMENTARY EDUCATION 21 

3 The purely business administrative features of tlie system 
should be under the management and direction of the board of 
education. 

4 Boards of estimate and apportionment or common councils 
should be required to include in the tax budget annually a specified 
minimum amount for the maintenance of the schools. They should 
have discretion to include a greater sum. 

5 The funds set apart for the schools should be under the direct 
control of the board of education and should be expended on the 
order of the board only. 

6 The sites selected for buildings and the plans and specifications 
for repairs or additions to present buildings or the construction of 
new buildings should require the approval of the board of education. 

7 The board of education must be composed of a sufficient num- 
ber to make it a strong, representative, workable body. It should 
not be so small in numbers that one or two may dominate its action. 
It should not be so large in numbers as to make it cumbersome and 
un wieldly. A board of seven members is suggested. 

8 The method of electing the members of a board of education is 
important. Members should not be chosen at a general election. 
When members are so chosen, the interests of the schools are 
involved in the political issues of the city and men are often chosen 
upon the determination of the political issues involved instead of 
their special fitness to serve in such capacity. The best men in a 
city will often decline to allow their names to be used at a popular 
election involving municipal politics when they would willingly 
accept an appointment from the mayor and render the schools of 
their city valuable services. In a community desiring the members 
to be chosen directly by the people, the election should be a separate 
school election and not at the same time as the municipal election. 
The method of selecting members of a board of education therefore 
should be either by appointment by the mayor or by election by 
the people at a date specifically set for such election. 

TEACHERS RETIREMENT LAW 

For many years the teachers of the State, through their organ- 
ized associations, have endeavored to obtain the enactment of a 
teachers retirement law which would apply to all sections of the 
State which did not already have local retirement laws. Public 
sentiment for many years did not appear to favor a general law of 
this character and the measure encountered strong opposition in the 



22 NEW YORK STATE EDUCATION DEPARTMENT 

Legislature. Public sentiment has, however, been undergoing a 
change in respect to the subject. Retirement laws applicable to 
cities or counties have been enacted from time to time vmtil twelve 
of the principal cities and four of the counties of the State have 
obtained the passage of laws providing for the retirement of teachers 
who have become physically or mentally incapacitated or who, 
because of their worn-out condition due to long periods of service, 
have become inefficient, and also providing for the payment of 
annuities to such teachers. 

The following cities are operating under such laws : Albany, 
Buffalo, Elmira, Mount Vernon, New York. Niagara Falls, Pough- 
keepsie, Rochester, Schenectady, Syracuse, Troy and Yonkers. 
The following counties are also operating under such laws : Greene, 
Nassau, Saratoga and Westchester. 

The benefits accruing to a locality through the general policy of 
such laws have therefore been recognized by sections of the State 
employing one-half of the teachers of the entire State. Further- 
more, the State committed itself to this principle in the enactment 
of chapter 441 of the Laws of igio. which provides for the retire- 
ment of. teachers in State normal schools and all other State insti- 
tutions. The legislation upon this question in our own State has 
been in line witli the legislation of father progressive states, as simi- 
lar laws have been enacted in Connecticut. Maryland, Massachusetts, 
New Jersey, Rhode Island and Virginia. 

The State Teachers Association, the Academic Principals Asso- 
ciation and the Council of Superintendents, at their sessions during 
the past year, appointed a committee to cause a bill to be prepared 
and to urge upon the Legislature the enactment of a general law 
providing for the retirement of teachers and applying to the cities 
and school districts in the State which have not already a retirement 
law. Upon the request of such committee, the Education Depart- 
ment prei^ared a bill which was introduced into the Assembly by 
Hon. J. Lewis Patrie of Greene county and into the Senate by 
Hon. Robert H. Gittins of t)ie 47th senatorial district embracing 
the counties of Niagara and Orleans. The bill was modified in its 
progress in the Legislature and became generally known as the 
Gittins bill. Tt passed the Legislature and, on June 26, 191 1, 
received the signature of the Governor. 

The essential ])rovisions of this law are as follows : 

T It applies to all teachers and principals eniployed in the public 
schools of the cities and school districts of the State which are not 



KLIi.MEXTARV EDL'CATION 23 

already subject to the provisions of a retirement law. It also 
applies to the superintendents employed in such cities and in union 
free school districts haAnns^ a population of five thousand or more. 

2 It provides for a State Teachers Retirement IJoard to consist 
of five members. The members are appointed by the Commissioner 
of Education. One of such members at the time of his appointment 
must be a superintendent of schools in a city or district ; one, an 
academic principal ; one, a teacher employed in an elementary 
school ; and one a woman teacher. The regular term of a member 
is five years. The members of the first board were appointed for 
one, two, three, four and five years, respectively, from January i, 
1912. Vacancies are filled by the Commissioner of Education for 
the unexpired terms. A member may be removed by the Commis- 
sioner of Education for cause on notice of charges and after a 
hearing. A member of the board may also resign. Members serve 
without pay but are entitled to expenses incurred in the perform- 
ance of their duties. 

3 The annual meeting of the board will be held on the second 
Wednesday in January and it must hold regular meetings at least 
once in each three months. The board elects a secretary at a salary 
approved by the Commissioner of Education, but which can not be 
in excess of $2000. The board and its secretary have been assigned 
a room in the Education Building and, when that building is occu- 
pied, the secretary of such board will establish permanent quarters 
therein. 

4 The State board will have general charge of the administration 
of the retirement law. It will prepare all necessary blanks and 
conduct any inquiry or investigation into the records of applicants 
for retirement which may be necessary to determine the rights of 
such applicants. It is to give instruction to boards of education in 
relation to the duty of such boards under the law. It issues war- 
rants in payment of annuities and is empowered to prescribe regula- 
tions to aid in the enforcement of the provisions of the law. 

5 The State Treasurer is the custodian of the retirement fund, 
which he is required to deposit in banks or trust companies, and the 
law regulating the deposit of State funds applies to the deposit of 
the retirement fund. The retirement board is required to deter- 
mine from time to time the amount of such fund which shall be 
permanently invested. The board is also required to determine the 
securities in which such fund shall be invested. The fund can be 



24 NEW YORK STATE EDUCATION DEPARTMENT 

invested only in those securities in which the trustees of savings 
banks may invest the deposits of such banks. 

6 The retirement fund consists of money obtained from the 
following sources : 

a Contributions made by teachers as required under the retirement 
law 

b The income derived from the investment of the retirement fund 

c Donations, legacies, gifts, bequests etc. 

d Appropriations made by the State Legislature 

7 All teachers employed in cities or school districts to which the 
retirement law applies, who have entered into contracts since August 
I, 191 1, and all teachers in such cities or districts who may hereafter 
enter into contracts, shall pay into the teachers retirement fund 
I per cent annually of their salaries under such contracts. Any 
teacher within such cities or districts who entered into contract 
prior to August i, 191 1, may elect to contribute i per cent annually 
of the salary paid pursuant to such contract and thereupon will 
become entitled to all the privileges conferred by the law. Boards 
of education are required to deduct from the salaries of all teachers 
the amount which they are required to pay into the retirement fund. 
The amount thus deducted should be paid into the treasury of the 
city or district and credited to the school fund. This money is not 
paid into the State treasiiry. The Commissioner of Education, in 
apportioning the State funds, will deduct the amount which each 
city or district is required to pay into the State treasury from the 
public money to which it is entitled and will issue a warrant upon 
the State Comptroller for the payment of the aggregate amount of 
the several cities and districts into the State treasury to be credited 
to the State teachers retirement fund. The amount of public 
money which a city or district will receive will be less the amount 
which such city or district should pay into the State teachers retire- 
ment fund. 

8 In a city or in a union free school district, a teacher may be 
retired either upon her own application or the application of her 
board of education. If a teacher in a city or union free school 
district is entitled to be retired and has become inefficient and such 
teacher does not make application to be retired, her board of educa- 
tion may file an application for her retirement. In all other dis- 
tricts, the request for retirement should be made by the teacher. 
As there is no tenure of office in common school districts and 
teachers are employed for one year only, trustees are not given the 



ELEMENTARY EDUCATION 25 

power to apply for the retirement of teachers. If a teacher in such 
a district becomes inefficient, trustees need not employ her. The 
request for retirement must be in the form prescribed by the retire- 
ment board, which will provide blanks for that purpose. Such 
proof as the board may require to show that an applicant has 
satisfied the requirements for retirement must be filed with the 
application. The retirement board must pass upon each request 
and determine whether or not it shall be granted. There are two 
conditions on which teachers may be retired. These are as follows : 

a A teacher must have taught in public schools for a period of 
twenty-five years. Such teacher must have taught the last fifteen 
of such twenty-five years in the public schools of those districts or 
cities to which this act applies. The law does not exact even that 
the first ten years of such service shall have been in the State. 
A teacher who meets these requirements and who has paid the 
required amount into the retirement fund may be retired. 

h A teacher who has become physically or mentally incapacitated 
may be retired by the board if she shows that she has taught in 
public schools for fifteen years and that the last nine years of such 
period of fifteen years she taught in the schools of the cities or 
districts to which this law applies. Where a teacher submits suffi- 
cient proof with her application to show that she satisfies these con- 
ditions, the board has discretion to grant the application for 
retirement. 

The question is raised as to the discretion of the board in cases 
of teachers who have complied with the provisions of section 1109 
by showing the required period of service, etc. The bill does not 
provide nor does the language of the law contemplate that all 
teachers upon rendering twenty-five years of service shall be retired. 
The law states that a teacher who satisfies the conditions imposed 
by subdivision i of section 1 109 shall he entitled to an annuity upon 
her retirement from actual service as such teacher. The law does 
not read that a teacher satisfying such conditions shall he retired, 
but it reads that upon retirement she shall receive an annuity. The 
same provision is found in subdivision 2 of the same section. This 
provision of law reads that a teacher satisfying the conditions im- 
posed therein may he retired and upon her retirement shall receive 
an annuity, etc. Then again subdivision 3 provides that, " The 
board shall pass upon all requests for retirement, and shall deter- 
mine whether such requests should be granted." This language 
clearly implies a discretion on the part of the board. 



26 NEW YORK STATE EDUCATION DEPARTMENT 

Teachers very generally who have rendered a period of twenty- 
five years of service will continue to teach and will desire to continue 
in the service. The retirement board will retire teachers after 
twenty-five years of service or more, provided good reason exists 
for such action. It will be necessary to establish to the satisfaction 
of this board that the physical condition of the teacher is such that 
she should be retired or that, because of her inefficiency at this 
period of life, it will be for the good of the school in which she is 
teaching that she should be retired. The law itself contains the 
reasonable provision that, if a teacher has become physically or 
mentally incapacitated after fifteen years of service, she may on her 
application be retired. In other words, teachers will not be retired 
until they have become inefficient or incapacitated and their retire- 
ment is necessary for the efficiency of the service. If the retirement 
board should exercise an unwise discretion in retiring teachers, the 
iaw contains the requisite remedy by providing for appeal under 
the usual judicial proceeding to the Commissioner of Education, to 
review the action of the retirement board. This proceeding could 
be instituted by any teacher within the territory to which the law 
applies or by any taxpayer of the State. 

9 The annuitv to which a teacher upon retirement shall be enti- 
tled is one-half her salary at the time of such retirement. An 
annuity in no case, however, shall exceed the sum of six hundred 
dollars. To be entitled to an annuity, a teacher must have paid into 
the retirement fund 30 per cent of. her annuity. If this amount has 
not been paid at the time of her retirement, she may make a cash 
pavment which, when added to her previous contributions to such 
fund, will equal 30 per cent of her annuity. If a teacher is not able 
to make such cash payment, the payment of her annuity may be 
withheld and credited to her payments until the portion of the 
annuitv withheld shall equal the required 30 per cent of her an- 
nuity. Annuities will be paid quarterly and will date from the 
date on which the retirement board gives favorable action on an 
application. 

10 Section 1109-b specifically provides that this law shall not 
applv to any county, city or district in which the teachers in the 
public schools are required or authorized to contribute to a teachers 
retirement fund, except upon a petition of two-thirds of all the 
teachers of snch city or district, which petition must be duly signed 
and verified. In other words; if the teachers of Rochester desire to 
come under this act, two-thirds of all the teachers of such city must 



ELEMENTARY EDUCATION 2/ 

sign a petition duly verified and file such petition with the retirement 
board. But this section further provides that upon any local retire- 
ment organization taking such action, the organization or society 
created under the local act shall be dissolved and discontinued. If 
the teachers of the city of Rochester should therefore come under 
the law, their local retirement organization becomes dissolved and 
discontinued. The funds in their local treasury would therefore 
be paid into the State treasury and credited to the State retirement 
fund for the purpose of meeting annuities which have already ac- 
crued under the provisions of the Rochester act. 

The success of this plan will depend in a very large degree upon 
its administration by the retirement board. The members of the 
board were appointed because of their deep interest in the subject 
and of the confidence of the Commissioner of Education in their 
willingness to give their time to its management, and of their ability 
to organize a successful administration of the law. On August lo, 
191 1, the Commissioner of Education appointed the following 
board : 

Prof. George P. Bristol, Dean Department of Edu- Term expires 

cation of Cornell University January i, 1917 

Sup't E. G. Lantman, Port Chester January i, 1916 

i\Iiss Catherine C. Martin, Elementary teacher in 

Niagara Falls January i, 1915 

Principal Percy G. Wight, Clinton January i, 1914 

Sup't Harrison T. Morrow, Amsterdam January i, 1913 

The board held its first meeting at the Education Department on 
September 30, 191 1, and organized by electing Professor Bristol, 
president, !Miss Martin, vice president, and Superintendent Lantman, 
secretary without salary. 

There is not relial;)le data at the present time to determine accu- 
rately the number of teachers in the State who are entitled to be 
retired under this law or the amount required to meet annuities. 
The best estimate that can be made from the records of this Depart- 
ment indicate that there are within the territory of the State to 
which this law is applicable about twelve hundred teachers who have 
taught 25 years or more. If each of these teachers were to be 
retired on the average annuity of $225, the total amount to be paid to 
them in annuities would amount to $270,000. In no city or state of 
this country where similar plans have been in operation have 25 per 
cent of the teachers lieen retired who have taught for a period of 25 



28 .NEW YORK STATE EDUCATION DEPARTMENT 

years or more. A computation upon this basis shows that the 
amount necessary to meet all annuities would be $67,500. Even 
upon the basis that one-half of all these teachers were retired upon 
the termination of 25 years of service, the amount required to meet 
all annuities in the section of the State to which this law applies 
would be only $135,000. The annual salaries of the teachers in the 
section of the State to which this law applies amount to $9,275,000, 
and the amount contributed by them to this fund would be $92,750. 
If one-fourth of these teachers should be retired upon the termina- 
tion of 25 years of service, the amount paid in would be sufficient to 
meet the payment of annuities for the retirement of more than one- 
third of these teachers. If one-half of these teachers should be 
retired, the difference between the amount paid in and the amount 
necessary to meet annuities would be only $42,250. 

One eft'ect of this law will be to continue teachers in the service 
a longer period of time, which will mean ultimately a larger num- 
ber of annuitants. The law is drawn so that gifts and endowments 
may be received and credited to the retirement fund. It has been 
confidently believed by those who have been giving this matter care- 
ful attention for two or three years, that sufficient endowments will 
be made to the fund to avoid the necessity of the Legislature making 
appropriations to meet deficiencies. It would be a deserved compli- 
ment to the teaching force of the State if some of our public-spirited 
citizens should make sufficient gifts or endowments to this fund to 
make the income sufficient to pay all annuities. 

RURAL SCHOOL SUPERVISION 

The most comprehensive and promising plan of rural school 
supervision which has ever been undertaken is undoubtedly the one 
authorized by the Legislature of 1910, which becomes effective 
January i, 1912. Much thought and labor have been devoted to 
this subject during the year so that the machinery of the system 
may be in proper working order on the day when it goes into 
operation. 

Objections to system. The real need and purpose of this system 
of supervision and the details of the law relating thereto have not 
been fully appreciated or understood by the people generally. This 
lack of information and the radical changes in the plan of supervi- 
sion provided by such law have resulted in creating in certain sec- 
tions of the State rather strong opposition to the plan. This oppo- 
sition manifested itself quite largely through resolutions adopted by 



ELEMENTARY EDUCATION 29 

boards of supervisors and through local newspapers. The boards 
of supervisors of eight of the fifty-seven counties affected by the 
measure passed resolutions requesting their representatives in the 
Legislature to favor the repeal of the law. The principal grounds 
upon which this request was predicated were as follows : 

1 That the expense would be too great. 

2 That the tax budgets of the several counties would be largely 
increased. 

3 That the method of electing superintendents would inject poli- 
tics into the plan and that it would deprive localities of the right to 
elect their supervisory school officer. 

4 That an unnecessary number of superintendents was authorized. 

5 That undue authority was centralized in the Education Depart- 
ment and in the office of district superintendent. 

One familiar with the administration of our school system and 
with the provisions of the supervision law would readily observe the 
fallacy of the grounds upon which the opposition to this law was 
based. These objections were answered by the Third Assistant 
Commissioner of Education in an address at the annual farmers 
week, at the State Agricultural College at Cornell University, on 
February 22, 191 1, and the essential points in his answer to such 
objections are repeated here. 

The expense of the iiezv system. There are at present 114 school 
commissioners. Each commissioner receives an annual salary of 
$1000 which is paid by the State. Boards of supervisors are re- 
quired to allow each commissioner at least $200 annually for 
expenses. The supervisors of the towns comprising a commissioner 
district may also increase the salary of a school commissioner beyond 
the amount paid by the State. The boards of supervisors of many 
counties have increased the salaries of their school commissioners so 
that the average amount annually paid each of these officers is now 
$1350. The total amount paid the 114 school commissioners is 
$153,900. Under the plan which is to go into operation on January 
1st next there will be 207 district superintendents. Each superin- 
tendent is to receive an annual salary of $1200 and an allowance not 
to exceed $300 per year on audit for expenses. The amount paid 
to a superintendent will therefore probably be $1500. The expense 
of the whole system will be $310,500 or $156,600 more than the 
.present system of supervision. But with the substitution of pro- 
fessional supervision under the new plan for the nonprofessional 
supervision under the present plan, certain work now essential to the 
proper management of the school system may be omitted which will 
partially offset this increased expense. It is the intention of the 
Education Department to discontinue teachers institutes, which will 
result in an annual saving of about $60,000. This will reduce the 



30 NEW YORK STATE EDUCATION DEPARTMENT 

additional cost of supervision to $96,600. School districts are re- 
quired to pay teachers their full salaries for the week during which 
they attend teachers institutes. The amount annually paid teachers 
for this week is $210,000. Of course this money will not be saved 
but the children will receive an additional week's instruction without 
additional expense. The only benefit which school districts receive 
for this expenditure is through the better work which teachers may 
do because of the instruction or inspiration received at the institute. 

The question of expense should not be a controlling factor in de- 
termining whether the schools of the State should have adequate 
and competent supervision. It is poor business policy for the State 
to expend $153,900 for a purpose which it is impossible to achieve 
for that outlay. If would be economy for the State and better busi- 
ness practice to expend double that amount and accomplish the 
real ends sought. The committee of the Legislature on colleges, 
academies and common schools, which investigated the question of 
school supervision in 1858, spoke with such clearness and wisdom 
on this point that the following is quoted from their report : 

" Nor is the actual expense incurred a matter of considerable 
moment. The question relates solely to the efficiency of the system 
upon which the expense is lavished. To foster a useless system the 
least amount expended is wasteful extravagance, while the State of 
New York is abundantly able to pay any sum, however great, pro- 
vided it be necessary to insure a thorough, intelligent and eft'ective 
supervision of her schools." 

E.vf^ciisc to counties z^'ill not be increased. It should be borne 
in mind that the entire expense of this plan of supervision is to be 
paid by the State. There will be no increase in the tax budget of a 
single county because such county has more superintendents than 
it had school commissioners. On the contrary, the tax budget of 
each county will be decreased. To illustrate: Cayuga county has 
two school commissioners, each of whom it pays $400. The county 
therefore pays $800 toward the supervision of her rural schools and 
includes that amount in the annual tax budget of the county. Under 
the new plan of supervision the entire amount paid district superin- 
tendents will be borne by the State, the tax budget of the county of 
Cayuga will be reduced $800 and the county will have five profes- 
sional superintendents instead of two school commissioners for 
whom no qualifications are exacted. Chemung county now pays 
$200 but will pay nothing under the new law and will have two 
superintendents instead of one school commissioner. The tax 
budget of Delaware county will be reduced $400 and that county 
will have six superintendents instead of two school commissioners. 
In Dutchess county the tax budget will be reduced $718.40 and the 
county will have four superintendents instead of two school com- 
missioners. In Otsego county the tax budget will be reduced $400 
and the county will have six instead of two supervisory officers. 
• In Tompkins county the reduction in taxes will be $400 and the 
countv will have three supervisory officers instead of one. In 



ELEMENTx\RY EDUCATION 3I 

Schuyler and Yates counties the taxes will be reduced $200 each and 
each county will gain an additional officer. 

The method of election. The method provided for the election of 
district superintendents was determined upon after much discussion 
of various methods and after very careful deliberation. It was 
chosen because it is the almost universal method of filling profes- 
sional school positions and because it was believed to be the one 
method which would minimize to the greatest degree possible par- 
tisan considerations in selecting such officers. It has never been the 
practice in this State to fill similar positions, with the exception of 
school commissioner, by popular election. 

The Superintendent of Conniion Schools was chosen by the Coun- 
cil of Appointment. When that office was abolished in 1821 and its 
duties transferred to the Secretary of State, the latter officer was 
not elected by popular vote but was chosen by the Legislature. 
The State Superintendent of Public Instruction, created in 1854 and 
existing for a period of fifty years, was never chosen at a popular 
election. Such officer was always chosen by the 'Legislature. 

The Commissioner of Education is not elected by the people. 
He is not even elected by the Legislature whose members are chosen 
by the people. The Legislature elects the members of the Board 
of Regents and confers upon that board the duty of electing a Com- 
missioner of Education. During the whole history of the State in 
which there has been a separate State supervisory school officer 
such officer has never been elected by direct vote of the people. 

In every city of the State except one the superintendent of schools 
is chosen by the board of education. In most of the cities of the 
State the members of the board of education are appointed by the 
mayor so that in the election of a supervisory school officer in 
the several cities the same principle is adopted which governs in the 
election of the Commissioner of Education. 

There are in the State 41 villages having a • population of 
five thousand or more which employ a superintendent of schools, and 
in not a single village is such superintendent elected by vote of the 
jjeople. In every one of these villages such superintendents are 
chosen by boards of education. Where in all the State is there a 
man who is willing to express the opinion that better results would 
be accomplished for the schools if these superintendents were nomi- 
nated by party conventions and chosen at general elections instead 
of being appointed as they now are by boards of education ? 

There are about one thousand high schools in the State and each 
school has a principal. These one thousand principals are appointed 
by boards of education. In fact the teachers emplo^yed in every one 
of the eleven thousand school districts and in all the cities of the 
State are appointed by their respective boards of trustees or boards 
of education. No one would even suggest the propriety of electing 
these school principals or teachers by popular vote. Moreover the 
law has always given trustees and boards of education absolute 
power in determining among the persons certified to be qualified 



32 NEW YORK STATE EDUCATION DEPARTMENT 

who shall be employed as teachers. A district meeting has not 
authority to give to its trustees instruction which is binding upon 
such officers as to who shall be employed to teach. Nor can the 
voters of a city or village give instruction to a board of education as 
to who shall be employed as superintendent. This provision of the 
law has operated for the general good of the school system. The 
only teaching or supervisory position in the whole school system 
filled by popular election is the present office of school commissioner. 
The office of school commissioner or of a superintendent, whether 
such office is in a city or in the country districts, is not a political 
office nor is it a local office. District superintendents are charged 
with duties which relate solely to the management of the schools. 
These officers perform no other duties. A position of instructor 
or of a supervisor of instructors in any part of the public school 
system of the State is not a political position or office. Nor is 
such office a local office. 

The schools of the State, wherever located, are not local schools 
but they are State schools, a part of the great system of free schools 
required under the Constitution and authorized and controlled by 
the State. This is no new theory. It is a fundamental principle 
of our school system. It has been so held repeatedly not only by 
each branch of the Legislature but by the Court of Appeals. The 
following authorities are cited on this point : 

People V Bennett (54 Barb. 480) ; Ham z' The Mayor (70 N. Y. 
459) ; Dannat v The Mayor etc. (6 Hun 8S) (affirmed 66 N. Y. 
585); McKay v City of Buffalo (9 Hun 401); Smith tv City of 
Rochester (76 N. Y. 506) ; Fellows z' The Mayor (8 Hun 484) ; 
Lainbeer z' Gerard (Senate Journal 1876, p. 209) ; Casey z; Draper 
(Assembly Journal 1881, p. 716) ; opinion of Attorney General 
O'Malley to State Civil Service Commission, April 15, 1910; Gun- 
nison z' Board of Education (176 N. Y. 11) ; Hutchinson :' Skin- 
ner (21 Misc. 729) ; State ex rel. z> Organ (159 Ind. 123) ; Peavey 
& Talbot & Bro. (39 Texas 335). 

It follows, therefore, that these officers need not necessarily be 
elected by the same methods that local political officers throughout 
the State are chosen, and that there is no infringement upon the 
rights of localities if some other method is adopted. The provisions 
of the supervision articles in the Education Law in providing a 
board to elect district superintendents is simply extending to the 
rural districts the same method of electing a superintendent that 
prevails in all union free school districts of five thousand population 
or more, in the cities of the State in electing similar school super- 
visory officers, and the State itself in electing its State supervisory 
school officer. 

When a vacancy occurs in the position of superintendent of 
schools in districts of five thousand or in a city, the board of educa- 
tion is free to negotiate for a superintendent who meets the demands 
of such district or city. The board may examine into the record, 
the intellectual attainments and the experience of many superintend- 



ELEMENTARY EDUCATION 33 

ents and select the one who in its judgment is the best qualified for 
its community. This is the method by which high school principals 
are selected throughout the State. This is the manner in which 
all professional school positions should be filled and district super- 
intendents are professional school positions. The ultimate political 
effect of this method of electing district superintendents would be 
to remove the position farther and farther from partisan control. 

To fill a position through party nominations and popular vote 
is bound to inject the many party considerations which prevail in 
party nominating conventions. Nominating conventions with the 
best intentions are bound by all party customs and traditions to 
make inquiry into the services which the various candidates have 
rendered their party. Too often this is the controlling element in 
deciding convention contests for purely political positions. That it 
would be none the less so in nominating school superintendents we 
have abundant evidence in the practice of both of the leading 
political parties of our State in nominating school commissioners 
during the past fifty-six years. 

The number of neiv district superintendents. The law provides 
for 207 district superintendents. In determining the number of 
district superintendents the unit of supervision was fixed at 50 
schools. In some counties the number falls slightly below 50. In 
others that number is exceeded. The average number of schools 
in a supervisory district throughout the State is 51. The average 
number of schools under the supervision of school commissioners is 
about 100. In some counties this number is largely exceeded. In 
Delaware county there are 346 school districts and each school com- 
missioner therefore has an average of 173 schools under his super- 
vision. Otsego county has 296 school districts and the school 
commissioners in that county have on the average 148 schools to 
supervise. St Lawrence county has 475 school districts and her 
three school commissioners have on the average 158 schools to 
supervise. 

It is not possible for one man to give thorough, efficient supervis- 
ion to that number of schools. There is a great distinction between 
the visitation of schools and the supervision of schools. For half 
a century we have had visitation of rural schools. What these 
schools need is intelligent supervision. To accomplish this the 
unit of supervision must be small enough, and by this is meant the 
number of schools and the territory within which they are located, 
to enable a superintendent to go to any school under his supervision 
and return on the same day. The superintendent must also be a 
professional teacher of broad scholarship and wide experience in 
school work. A superintendent may then at any time go into the 
districts which are in greatest need of his direction, assistance and 
inspiration. Such supervision will give cohesive power to the pur- 
poses of a system of education and it will give new life and improved 
instruction in the classroom. 

The unit of supervision may be determined by population. It has 



34 NEW YORK STATE EDUCATION DEPARTMENT 

been the policy of the State since 1875 to give a supervision quota to 
every village in the State having a population of five thousand or 
more and employing a superintendent. There is not a supervisory 
district zvliich has not a population in excess of this nimiber, and in 
many districts it is more than twice such number. We must also 
take into consideration the fact that in the villages of five thousand 
or more there are from one to four school buildings accessible to a 
superintendent zvithin a fexv moments, while the schools in a rural 
supervisory district are widely scattered throughout several towns 
and accessible only by driving. 

It has been said that many of the country schools are so small 
that supervision is unnecessary. The official reports in the Educa- 
tion Department show that there are only one thousand three hun- 
dred and ninety-four school districts throughout the entire State, an 
average of less than seven to each supervisory district, having an 
enrolment -of less than ten pupils and that the average number of 
pupils per school within the territory of district superintendents is 
thirtv-six. The State gives to these small districts the largest dis- 
trict quotas. Is it good administration or wise policy on the part 
of the State to give each of these districts $200 and then assume the 
attitude that they are worthy of no further consideration ? Are the 
farms in these remote sections of the State to be wholly abandoned, 
as they will be if proper schools are not accessible to them ? Are 
not the fourteen thousand children enrolled in these districts entitled 
to as good schools as are provided for the children who live in the 
more favored sections of the country? 

New York is not the only state which is giving attention to the 
supervision of her rural schools. The legislatures of seventeen other 
states are today considering the same question in some form. The 
states of New England adopted a plan of supervision similar to the 
new plan to become operative in this State before we had taken such 
action. In some of the New England states the law provides that 
no superintendent shall have more than thirty teachers under his 
supervision. 

The large manufacturing and commercial interests of the country 
have found it to be good business policy to provide proper super- 
vision of their industries. Two of the leading manufacturing 
plants in the world, employing skilled men of high average intelli- 
gence, and reference is made to the Westinghouse Company and the 
General Electric Company, under normal business conditions employ 
a supervisor for every forty-five to fifty men employed. In addition 
to these supervisors these companies have a number of what they 
term " leading men " who, while doing actual work, " keep their 
eyes on their associates." 

Centralisation of authority. Instead of this system centralizing 
authority its effect is to decentralize authority. The law does not 
confer increased power on the Education Department nor upon 
the district superintendent. The Education Department is not given 
under this law anv authoritv over the schools which it does not now 



ELEMENTARY EDUCATION 35 

possess or over the district superintendent which it does not now 
exercise over school commissioners. Nor does such law confer on 
the district superintendent powers or duties over the schools, teach- 
ers or school officers, which are not now exercised by school 
commissioners. 

Upon the other hand the law contemplates that these district 
superintendents shall perform many duties now neglected by school 
commissioners and which devolve upon the Education Department 
for execution. This is particularly true in the matter of repairs and 
improvements to school buildings, in the selection of library books, 
in the adjustment of numerous school controversies and in the 
enforcement of the compulsory education law. This is in line with 
the whole tendency of the Education Department since unification 
in 1904. 

Soon after the Legislature convened in January 191 1, measures 
to repeal the law of 1910 were introduced in both houses. These 
bills received careful attention in the committees on public educa- 
tion. The general purpose of the law and the necessity therefor 
were fully realized by the members of the committees after these 
bills and the whole general subject of rural school supervision had 
been carefully and completely considered. The bills were not even 
reported by the committee of either house and the Legislature fur- 
ther committed the State to this policy of school supervision by 
making the necessary appropriation to meet the salaries and expenses 
of district superintendents. Members of the ILegislature regarded 
it proper to give the system a fair trial and thus determine whether 
it could accomplish the results for our country districts which the 
advocates of the plan claimed. The success and the continuance of 
the system depend therefore in a large measure upon the ability of 
district superintendents to meet their opportunities to render the 
State the great service which conditions afford and which the people 
expect. If the results anticipated are accomplished, there will be 
no question about the continuance of the present law subject to such 
modifications as experience under its operations proves wise. 

Formation of supervisory districts. The law directed that in 
each county entitled to more than one district superintendent, the 
school commissioners of the several school commissioner districts 
in such county and the supervisors of each town in such county 
should meet at the county seat on the third Tuesday in April and 
divide such county into the number of supervisory districts to which 
it is entitled. 

The law does not read that hoards of supervisors and school 
commissioners shall meet for the purpose of dividing counties into 



36 NEW YORK STATE EDUCATION DEPARTMENT 

supervisory districts. The law specifically states that the supervisor 
of each tozim in the county and the school commissioners of the 
several school commissioner districts of the county shall meet for 
the purpose of dividing counties into supervisory districts. The 
question was raised in counties containing cities as to whether or 
not supervisors of the cities possessed the right to meet with the 
other supervisors of the county to vote vtpon the division of the 
county into supervisory districts. The law is very specific upon this 
point and extends the right to supervisors of towns only to act in 
this capacity. Cities do not form a part of supervisory districts and 
have no interest in or relation in any way to such districts, and it 
was not therefore intended that the representatives of cities should 
have a voice in determining how the territory outside of such cities 
should be organized into supervisory districts. 

The supervisors and school commissioners of the several counties 
of the State met as required by law and divided their counties into 
supervisory districts. The action in a large majority of the counties 
was unanimous and the counties were generally divided as the spirit 
of the law contemplated. 

The counties of Hamilton, Putnam, Rockland and Schenectady are 
each entitled to one superintendent, and it was therefore not neces- 
sary that action should be taken by the supervisors and school com- 
missioners of these counties in order to form supervisory districts 
therein. Supervisory districts were formed in the other counties of 
the State as follows : 

Albany county 

District i Towns of Bethlehem, Coeymans, New Scotland 
" 2 Towns of Berne, Knox, Rensselaerville, Westerlo 
" 3 Towns of Colonie, Green Island, Guilderland 

Allegany county 

District i Towns of Allen, Caneadea, Centerville, Granger, Hume, Rushford 
" 2 Towns of Amity, Belfast, Cuba, Friendship, New Hudson 
" 3 Towns of Alma, Bolivar, Clarksville, Genesee, Scio, Wirt 
" 4 Towns of Almond, Angelica, Birdsall, Burns, Grove, West Almond 
" 5 Towns of Alfred, Andover, Independence, Ward, Wellsville, 
Willing 

Broome county 

District i Towns of Colesville, Sanford 

" 2 Towns of Conklin, Dickinson, Fenton, Kirkwood, Windsor 

" 3 Towns of Binghamton, Maine, Union, Vestal 

" 4 Towns of Barker, Chenango, Lisle, Nanticoke, Triangle 



ELEMENTARY EDUCATION 37 

Cattaraugus county 

District i Towns of Farmersville, Franklinville, Freedom, Lyndon, Machias, 

Yorkshire 
" 2 Towns of Allegany, Hinsdale, Humphrey, Ischua, Olean, Portville 
" 3 Towns of Ashford, Carrollton, East Otto, Ellicottville, Great 

Valley, Red House, Salamanca 
" 4 Towns of Dayton, Little Valley, Mansfield, New Albion, Otto, 

Perrysburg, Persia 

" 5 Towns of Coldspring, Conewango, Elko, Leon, Napoli, Randolph, 

South Valley 

Cayuga county 

District i Towns of Conquest, Ira, Sterling, Victory 

" 2 Towns of Brutus, Cato, Mentz, Montezuma, Sennett, Throop 
" 3 Towns of Aurelius, Fleming, Ledyard, Owasco, Springport 
" 4 Towns of Genoa, Scipio, Venice 
" 5 Towns of Locke, Moravia. Niles, Sempronius, Summer Hill 

Chautauqua county 

District i Towns of Arkwright, Hanover, Sheridan, Villenova 

" 2 Towns of Carroll, Cherry Creek, Ellington, Kiantone, Poland 

" 3 Towns of Busti, Clymer, French Creek, Harmony 

" 4 Towns of Chautauqua, Mina, Sherman 

" 5 Towns of Pomfret, Portland, Ripley, Westfield 

" 6 Towns of Charlotte, Ellery, Ellicott, Gerry, Stockton 

Chemung county 

District i Towns of Catlin, Erin, Horseheads, Van Etten, Veteran 

" 2 Towns of Ashland, Baldwin, Big Flats, Chemung, Elmira, Souih- 

port 

Chenango county 

District i Towns of Lincklaen, Otselic, Pharsalia, Pitcher, Plymouth, Smyrna 
" 2 Towns of Columbus, New Berlin, North Norwich, Sherburne 
" 3 Towns of German, McDonough, Oxford, Preston, Smithville 
" 4 Towns of Afton, Coventry, Greene 
" 5 Towns of Bainbridge, Guilford, Norwich 

Clinton county 

District i Towns of Ausable, Black Brook, Peru, Plattsburg, Saranac, 
Schuyler Falls 
" 2 Towns of Altona, Clinton, Dannemora, EUenburg 
" 3 Towns of Beekmantown, Champlain, Chazy, Mooers 

Columbia county 

District i Towns of Austerlitz, Canaan, Chatham, Ghent, New Lebanon 

" 2 Towns of Claverack, Germantown, Greenport, Kinderhook, Living- 
ston, Stockport, Stuyvesant 
" 3 Towns of Ancram, Clermont, Copake, Gallatin, Hillsdale, Tagh- 
kanic 



38 NEW YORK STATE EDUCATION DEPARTMENT 

Cortland county 

District i Towns of Cortlandville, Homer, Preble, Scott 

" 2 Towns of Cincinnatus, Cuyler, Solon, Taylor, Truxton 

" 3 Towns of Freetown, Harford, Lapeer, Marathon, Virgil, Willett 

Delaware county 

District i Towns of Deposit, Masonville, Sidney, Tompkins 
" 2 Towns of Colchester, Hancock 
" 3 Towns of Delhi, Hamden, Walton 
" 4 Towns of Andes, Middletown, Roxbury 
" 5 Towns of Davenport, Franklin, Meredith 

6 Towns of Bovina, Harpersfield, Kortright, Stamford 

Dutchess county 

District i Towns of Beekman, East Fishkill, Fishkill, Pawling, Union Vale, 

Wappingers 
" 2 Towns of Dover, LaGrange, Pleasant Valley, Poughkeepsie, 

Washington 
" 3 Towns of Amenia, Clinton, Hyde Park, Stamford 
" 4 Towns of Milan, North East, Pine Plains, Red Hook, Rhinebeck 

Erie county 

District i Towns of Amherst, Clarence, Grand Island, Newstead, Tonawanda 
" 2 Towns of Alden, Cheektowaga, Hamburg, Lancaster, West Seneca 
" 3 Towns of Aurora, East Hamburg, Elma, Marilla, Wales 
" 4 Towns of Brant, Collins, Eden, Evans, North Collins 
'■ 5 Towns of Boston, Colden, Concord, Holland, Sardinia 

Essex county 

District i Towns of Crown Point, Minerva, Newcomb, North Hudson, 
Schroon, Ticonderoga 
" 2 Towns of Elizabethtown, Essex, Lewis, Moriah, Westport, Wills- 
boro 
3 Towns of Chesterfield, Jay, Keene, North Elba, St Armond, Wil- 
mington 

Franklin county 

District i Towns of Bellmont, Burke, Chateaugay, Malone 

" 2 Towns of Altamont, Brighton, Duane, Franklin, Harrietstown 
" 3 Towns of Bangor, Brandon, Constable, Fort Covington, Westville 
" 4 Towns of Bombay, Dickinson, ]\Ioira, Santa Clara, Waverly 

Fulton county 

District i Towns of Caroga, Ephratah. Johnstown, Oppenheim, Stratford 
" 2 Towns of Bleecker, Broadalbin, Mayfield, Northampton, Perth 



ELEMENTARY EDUCATION 39 

Genesee county 

District i Towns of Alabama, Alexander, Batavia, Darien, Oakfield, Pem- 
broke 
" 2 Towns of Bergen, Bethany, Byron, Elba, LeRoy, Pavilion, Stafford 

Greene county 

District i Towns of Athens, Cairo, Catskill, Coxsackie 

" 2 Towns of Durham, Greenville, New Baltimore, Windham 

" 3 Towns of Ashland, Halcott, Hunter, Jewett, Lexington, Pratts- 

ville 

Herkimer county 

District i Towns of Qjlumbia, Frankfort, German Flatts, Litchfield, Win- 
field 
" 2 Towns of Danube, Little Falls, Manheim, Stark, Warren 
" 3 Towns of Fairfield, Herkimer, Ohio, Salisbury', Schuyler 
" 4 Towns of Newport, Norway, Russia, Webb, Wilmurt 

Jefferson county 

District i Towns of Ellisburg, Henderson, Lorraine, Worth 
" 2 Towns of Adams, Rodman, Rutland, Watertown 
" 3 Towns of Cape Vincent, Clayton, Orleans 
" 4 Towns of Brownville, Hounsfield, Lyme, Pamelia 
" 5 Towns of Alexandria, Antwerp, Theresa 
" 6 Towns of Champion, LeRay, Philadelphia, Wilna 

Lewis county 

District i Towns of Croghan, Diana, New Bremen, Watson 

" 2 Towns of Denmark, Harrisburg, Lowville, Montague, Pinckney 

'* 3 Towns of Greig, Lyonsdale, Martinsburg, Turin 

" 4 Towns of High Market. Lewis, Leyden, Osceola, West Turin 

Livingston county 

District i Towns of Avon, Caledonia, Geneseo, Groveland, Leicester, York 
" 2 Towns of Conesus, Lima, Livonia, Sparta, Springwater 
" 3 Towns of Mount Morris, North Dansville. Nunda, Ossian, Port- 
age, West Sparta 

Madison county 

District i Towns of Brookfield, Georgetown, Hamilton, Lebanon 
" 2 Towns of Cazenovia, DeRuyter, Fenner, Nelson 
" 3 Towns of Eaton, Madison, Smithtield, Stockbridge 
" 4 Towns of Lenox, Lincoln, Oneida, Sullivan 

Monroe county 

District i Towns of Brighton, Henrietta, Irondequoit, Penfield, Webster 
" 2 Towns of Mendon, Preinton, Pittsford, Rush 
" 3 Towns of Clarksion, Greece, Hamlin, Parma, Sweden 
" 4 Towns of Chili, Gates, Ogden, Riga, Wheatland 



40 NEW YORK STATE EDUCATION DEPARTMENT 

Montgomery county 

District i Towns of Canajoharie, Minden, Palatine, Root, St Johnsville 
" 2 Towns of Amsterdam, Charleston, Florida, Glen, Mohawk 

Nassau county 

District i Towns of North Hempstead, Oyster Bay 
" 2 Town of Hempstead 

Niagara county 

District i Towns of Hartland, Royalton, Somerset 

" 2 Towns of Cambria, Lockport, Niagara, Pendleton, Wheatfield 
" 3 Towns of Lewiston, Newfane, Porter, Wilson 

Oneida county 

District i Towns of Deerfield, Marcy, New Hartford, Whitestown 

" 2 Towns of Augusta, Bridgewater, Marshall, Paris, Sangerfield 
" 3 Towns of Kirkland, Vernon, Westmoreland 
" 4 Towns of Rome, Verona, Vienna 
" 5 Towns of Floyd, Steuben, Trenton, Western 
6 Towns of Annsville, Camden, Florence, Lee 
" 7 Towns of Ava, Boonville, Forestport, Remsen 

Onondaga county 

District i Towns of LaFayette, Onondaga, Otisco, Tully 
" 2 Towns of DeWitt, Fabius, Pompey 
" 3 Towns of Cicero, Clay, Manlius 
" 4 Towns of Elbridge, Lysander, Salina, Van Buren 
" 5 Towns of Camillus, Geddes, Marcellus, Skaneateles, Spafford 

Ontario county 

District i Towns of Canandaigua, East Bloomfield, Victor, West Bloomfield 
" 2 Towns of Farmington, Manchester, Phelps 
" 3 Towns of Geneva, Gorham, Hopewell, Seneca 
" 4 Towns of Bristol, Canadice, Naples, Richmond, South Bristol 

Orange county 

District i Towns of Cornwall, Crawford, Highlands, Montgomery, New- 
burgh, New Windsor, Woodbury 
" 2 Towns of Blooming Grove, Chester, Goshen, Hamtonburg, Mon- 
roe, Tuxedo, Warwick 
" 3 Towns of Deerpark, Greenville, Minisink, Mount Hope, Wallkill, 
Wawayanda 

Orleans county 

District i Towns of Ridgeway, Shelby, Yates 
" 2 Towns of Albion, Barre, Gaines 
" 3 Towns of Carlton, Clarendon, Kendall, Murray 



ELEMENTARY EDUCATION 4I 

Oswego county 

District i Towns of Boylston, Orwell, Redfield, Sandy Creek 
" 2 Towns of Albion, Parish, Richland, Williamstow^n 
" 3 Towns of Amboy, Constantia, Hastings, Schroeppel, West Monroe 
" 4 Towns of Mexico, New Haven, Palermo, Scriba 
" 5 Towns of Granby, Hannibal, Oswego, Volney 

Otsego county 

District i Towns of Cherry Valley, Middlefield, Roseboom, Springfield 
" 2 Towns of Decatur, Maryland, Westford, Worcester 
" 3 Towns of Exeter, Hartwick, Otsego, Richfield 
" 4 Towns of Milford, Oneonta, Otego, Unadilla 
" 5 Towns of Butternuts, Laurens, Morris, New Lisbon 
" 6 Towns of Burlington, Edmeston. Pittsfield, Plainfield 

Rensselaer county 

District i Towns of Brunswick, Hoosick, Pittstown, Schaghticoke 

" 2 Towns of Berlin, Grafton, Petersburg, Poestenkill, Stephentown 
" 3 Towns of East Greenbush, Nassau, North Greenbush, Sandlake, 
Schodack 

St Lawrence county 

District I Towns of Clifton, Edwards, Fine, Fowler, Gouverneur, Pitcairn 
" 2 Towns of Hammond, Macomb, Morristown, Rossie 
" 3 Towns of Dekalb, Depeyster, Hermon, Oswegatchie 
" 4 Towns of Lisbon, Madrid, Waddington 
" 5 Towns of Canton, Clare, Pierrepont, Russell 
" 6 Towns of Colton, Parishville, Potsdam 
" 7 Towns of Brasher, Louisville, Massena, Norfolk 
" 8 Towns of Hopkinton, Lawrence, Piercefield, Stockholm 

Saratoga county 

District i Towns of Clifton Park, Halfmoon, Malta, Stillwater, Waterford 
" 2 Towns of Ballston, Charlton, Galway, Milton, Providence 
" 3 Towns of Moreau, Northumberland, Saratoga, Saratoga Springs, 

Wilton 
" 4 Towns of Corinth, Day. Edinburg, Greenfield, Hadley 

Schoharie county 

District I Towns of Blenheim, Broome, Conesville, Gilboa, Jefferson 

2 Towns of Esperance, Fulton, Middleburg, Schoharie, Wright 
" 3 Towns of Carlisle, Cobleskill, Richmondville, Seward, Sharon, 
Summit 

Schuyler county 

District i Towns of Catharine, Cayuta, Hector, Montour 
" 2 Towns of Dix, Orange, Reading, Tyrone 



42 NEW YOSK STATE EDUCATION DEPARTMENT 

Seneca county 

District i Towns of Covert, Lodi, Ovid, Romulus, Varick 

2 Towns of Fayette, Junius, Seneca Falls, Tyre, Waterloo 

Steuben county 
District i Towns of Caton, Corning-, Erwin, Lindley, Tuscarora 
" 2 Towns of Bath, Bradford, Campbell, Hornby 
" 3 Towns of Addison, Cameron, Rathbone, Thurston, Woodhull 

4 Towns of Greenwood, Jasper, Troupsburg, West iJnion 

5 Towns of Canisteo, Dansville, Fremont, Hartsville, Hornellsville 

6 Towns of Avoca, Cohocton, Howard, Wayland 

" 7 Towns of Prattsburg, Pulteney, Urbana, Wayne, Wheeler 

Suffolk county 

District i Towns of Easthampton, Riverhead, Shelter Island, Southampton, 
Southold 
" 2 Towns of Brookhaven, Islip 
" 3 Towns of Babylon, Huntington, Smithtown 

Sullivan county 

District i Towns of Bethel, Cochecton, Highland. Liberty, Lumberland, 
Tusten 
2 Towns of Callicoon, Delaware, Fremont, Neverslnk, Rockland 
" 3 Towns of Fallsburg, Forestburg, Mamakating, Thompson 

Tioga county 

District i Towns of Berkshire, Candor, Newark Valley, Richford 
" 2 Towns of Barton, Spencer, Tioga 
" 3 Towns of Nichols, Owego 

Tompkins county 

District I Towns of Enfield, Newfield, Ulysses 
" 2 Towns of Groton, Ithaca, Lansing 
" 3 Towns of Caroline, Danby, Dryden 

Ulster county 

District i Towns of Hurley, Kingston, Rosendale, Saugerties, Ulster 

2 Towns of Esopus, Gardiner, Lloyd, Marlboro, New Paltz, Platte- 
kill, Shawangunk 
" 3 Towns of Denning, Marbletown, Rochester, Wawarsing 
" 4 Towns of Hardenburg, Olive, Shandaken, Woodstock 

Warren county 

District i Towns of Caldwell. Luzerne. Queensbury, Warrensburg 
2 Towns of Bolton, Chester, Hague, Horicon 
" 3 Towns of Johnsburg, Stony Creek, Thurman 



ELEMENTARY EDUCATION 43 

Washington county 

District I Towns of Dresden, Fort Ann, Hampton, Putnam, Whitel all 
" 2 Towns of Granville, Hartford, Hebron, Kingsbury 
" 3 Towns of Argyle, Easton, Fort Edward, Greenwich 
" 4 Towns of Cambridge, Jackson, Salem, White Creek 

Wayne county 

District i Towns of Arcadia, Galen, Lyons, Savannah 
" 2 Towns of Butler Huron, Rose, Wolcott 
" 3 Towns of Macedon, Marion, Palmyra. Walworth 
" 4 Towns of Ontario, Sodus, Williamson 

Westchester county 

District i Towns of Eastchester, Harrison, Alamaroncck, Pelham, Rye, 
Scarsdale, White Plains 
" 2 Towns of Greenburg, Mount Pleasant, North Castle 
" 3 Towns of Bedford, Lewisboro, New Castle, Ossining, Poundridge 
" 4 Towns of Cortlandt, North Salem, Somers, Yorktown 

Wyoming county 

District i Towns of Arcade, Eagle, Java, Pike, Sheldon 

" 2 Towns of Attica, Bennington, Middlebury, Orangeville, Warsaw 
" 3 Towns of Castile, Covington, Gainesville, Genesee Falls, Perry, 
Wethersfield 

Yates county 

District i Towns of Barrington, Benton, Milo, Starkey, Torrey 
" 2 Towns of Italy, Jerusalem, Middlesex, Potter 

Appeals from the action of supervisors and school commissioners 
in Erie, Fulton, and Oswego counties in forming supervisory dis- 
tricts were brought, under the provisions of the Education Law, to 
the Commissioner of Education. The appeals from such action in 
Erie and Oswego counties were dismissed but the appeal from the 
action in dividing Fulton county into supervisory districts was sus- 
tained. The Commissioner of Education held that the direction of 
the law to the effect that the territory of districts should be compact 
and that towns in such districts should be arranged so that there 
should be as equal a division of territory and of the number of 
school districts as may be practicable had not been complied with. 
He therefore made an order vacating the action of the supervisors 
and school commissioners and directing such officers to reconvene 
and form new districts. This order was complied with and a divi- 
sion made which was in harmony with the spirit and provisions of 
the law. 



44 NEW YORK STATE EDUCATION DEPARTMENT 

Eligible candidates for district superintendents. Section 384 of 
the Education Law defines the qualifications of candidates for the 
office of district superintendent. Under this provision of law a 
candidate for such office is required to meet three distinct qualifica- 
tions, as follows : 

1 A candidate must be at least 21 years of age, a citizen of the 
United States and a resident of the State. A candidate need not, 
at the time of his election, be a resident of the supervisory district. 
He must however become a resident of the county in which the 
supervisory district is located, on or before January i, 1912. 
Women are eligible to the office upon satisfying all requirements. 

2 A candidate must possess or be entitled to receive " a certificate 
authorizing him to teach in any of the public schools of the State 
without further examination." To meet this requirement of the 
law, a candidate must possess one of the following teachers certifi- 
cates : college graduate life certificate ; college graduate professional 
certificate ; college graduate professional provisional certificate ; 
diploma issued by one of the State normal schools or by the State 
Normal College ; life state certificate ; teacher's permanent certificate. 

3 A candidate " shall also pass an examination prescribed by the 
Commissioner of Education in the supervision of courses of study 
in agriculture and teaching the same." 

Since the adoption of the uniform system of examinations in 
1888 about seven thousand five hundred first grade teachers certifi- 
cates have been issued by school commissioners. The question was 
raised as to whether these certificates would qualify candidates who 
held them, provided they met the other requirements. The Com- 
missioner of Education held that such certificates did not meet the 
requirements of the law and that only such persons as held a certifi- 
cate enumerated under number 2 of the above outline of qualifica- 
tions could qualify for the office. 

The rules governing uniform examinations and under which first 
grade certificates were issued, prescril>ed minimum requirements 
only. Each school commissioner and the authorities of those cities 
to which such rules applied were authorized to, and in some cases 
did, prescribe additional qualifications. A first grade certificate 
reads upon its face that the person to whom it is issued is " licensed 
to teach in the public schools in this commissioner district." Such 
certificate is not a license to teach in any public school in the State 
within the meaning of the law, but on the contrary the holder of 
such certificate is restricted to teaching in the school commissioner 



ELEMENTARY EDUCATION 45 

district of the commissioner who issued the certificate. This certifi- 
cate is a local certificate and not a State certificate. It is issued by 
a local officer and made valid within the jurisdiction of that officer. 
The principle that only a State officer can issue a certificate of State 
value is not open to question. Nor is there any way by which such 
certificate could be made valid in any public school in the State. 
There are cities in the State which are governed by special statutes 
and which were never under the operations of the uniform regu- 
lations. There is therefore no authority to authorize action on the 
part of the school authorities which would make these certificates 
valid permanent certificates in such cities. This is the view which 
has been expressed by the Appellate Division of the Second Depart- 
ment. In a case before that court, it was held that a teacher 
employed in a school commissioner district which was annexed to 
Greater New York at the time of the creation of such city and who 
held a first grade certificate issued by the school commissioner of 
the district, did not become a member of the permanent teaching 
staff of such city (io6 App. Div. loi). 

Many of the present and former school commissioners and many 
high school principals hold first grade certificates. To afford these 
supervisory officers and principals an opportunity to be considered 
in connection with appointments as district superintendents it was 
necessary to provide for a new class of certificate. It is true that 
they had been negligent in not entering examinations and earning 
a life state certificate, but they had shown their adaptability to 
supervise elementary schools and the law would generally have 
been regarded as unduly severe if its administration had barred 
these commissioners and teachers from consideration. To meet 
this situation, the Commissioner of Education recommended to the 
Board of Regents the adoption of a rule providing for a new certifi- 
cate to be known as the teachers permanent certificate. That Board 
adopted the following regulation : 

Section 227-a Teachers pcniiaiieiit certificate. A teachers per- 
manent certificate valid in any public school in the State may in the 
discretion of the Commissioner of Education be issued to a person 
who satisfies the following conditions : (a) has completed the equiva- 
lent of an approved academic course; (b) has had five years' success- 
ful experience in supervising schools as a school commissioner or as 
the principal of a full high school, and five additional years' suc- 
cessful experience in teaching or in supervising school work (pro- 
fessional training in a course approved by the Education Department 
may be accepted for part of such ten years' experience) ; and (c) has 



46 NEW YORK STATE EDUCATION DEPARTMENT 

received under the Department regulations a uniform first grade 
certificate. 

It is not intended to continue the issuance of this certificate. The 
rule was intended to meet the emergency which existed. Teachers 
aspiring to this office and who do not hold some form of a certificate 
to meet the requirements of the law may satisfy such requirements 
by obtaining a life state certificate. Examinations for this certifi- 
cate are held annually in August and ample time will occur before 
these positions are regularly filled again to enable deserving candi- 
dates to pass the examinations set for a life state certificate. 

In the issuance of the teachers permanent certificate educational 
standards were preserved, as the lowest standard accepted was the 
equivalent of an academic education, five years' experience in teach- 
ing and five years' experience in supervising work either as school 
commissioner or principal of a full high school. The certificate 
was issued in the discretion of the Commissioner of Education and 
only those applicants received such certificate who established to 
the satisfaction of the Commissioner that their experience and 
attainments were sufficient to warrant the State to place in tiieir 
possession a credential of such importance. 

To enable candidates to prepare for the required examination 
on " supervision of courses of study in agriculture and teaching the 
same," the Education Department issued a circular under date of 
November i, 1910, announcing dates and places of examinatiuns 
and also including a syllabus on the scope of such examination. Tn 
order to bring the first examination within reasonable distance of 
all candidates, announcement was made in this circular that an 
examination would be held in each county which came under the 
operations of the law. In counties containing a State normal school 
building the examination was held in such building. In all other 
counties, the examination was held in the public school building at 
the county seat. 

As this circular was issued November i, 1910 and the examination 
scheduled for May 2, 191 1, all persons desiring to take such 
examination were given ample opportunity to prepare for it. A 
copy of the circular was mailed to each person making inquiry 
about the qualifications required for the office of district superin- 
tendent. A copy was also mailed to the principal of each of the 
one thousand academic institutions in the State. Notice of the date 
and places of such examination was given as news items in the 



ELEMENTARY EDUCATION 47 

educational journals, in the leading city papers and in many of the 
local papers of the State. 

Some of those taking the examination failed. Others claimed 
not to have heard of the date or place of such examination and still 
others were unavoidably prevented from attending. Therefore to 
give all candidates who were otherwise eligible an opportunity to 
qualify in the agricultural examination, a second examination was 
held July 28th in each of the State normal schools. This examina- 
tion was attended by about two hundred candidates. A third 
examination was held August gth at the State Normal College at 
Albany. 

These various examinations were attended by 696 different candi- 
dates and of this number 57 failed to pass such examination. Of 
the remaining number, 128 did not hold teachers certificates meet- 
ing the requirements of the law. The number of candidates there- 
fore who did qualify in every particular was 511. The names 
and addresses of these and the teachers certificates which they hold 
are as follows : 



48 



NEW YORK STATE EDUCATION DEPARTMENT 



NAME 



POST OFFICE ADDRESS 



CERTIFICATE 



Bidwell, Frederick David 

Clark, Walter Scott 

Crandall, Joel J 

Haverly, William J 

Quay, Milton 

Richmond, Edward E.. . . 
Sweet, Newton 



Albany county 

Albany 

West Albany 

Voorheesville 

West Berne 

Knox 

Potter Hollow 

Ravena 



Life state 

State Normal College 

Life state 

State Normal College 

State Normal College 

Life state 

Teachers permanent 



Bacon, Lester Faulkner. 

Bartlett, Richard A 

Burdick, Oscar M 

D'Autremont, George W 

Hill, Charles D 

Jones, John D 

Pollard, Stephen 

Rixford, W. U 

Scott, Isabel 

Walters, E. DeLancy . . . 
Wart, Willet L 

Williams, Grace A 

Banta, J. Edward 

Beilby, K. E 

Elden, Harry E 

Heath, Harvey B 

Hurlburt, J. Edward . . . 

Whitney, Erwin B 

Willey, Horace N 



Allegany county 

Canaseraga 



Andover 

Little Genesee 

Hume 

Angelica 

Cuba 

Belmont 

Elmira 

Canaseraga . . . 
Canaseraga . . . 
Wellsville 



Burns. 



Broome county 



College graduate pro- 
fessional provisional -^'^". 

Buffalo Normal 

Teachers permanent 

Teachers permanent 

Life state 

Geneseo Normal 

Teachers permanent 

College graduate life 

Geneseo Normal 

Geneseo Normal 

College graduate pro- 
fessional provisional 

Geneseo Normal 



Binghamton I College graduate life 



Deposit 



Deposit 

Ouaquaga 

Windsor 

Chenango Forks 

Truxton, Cortland co. 



Life state and college 
graduate professional 
provisional 

College graduate life 

Cortland Normal 

Life state 

Cortland Normal 

Cortland Normal 



Baldwin, Corriesande L 
Bernhoft, William J. . . 
Curtiss, Clara Pengra . . 
Easton, Adele 

Farwell, Gilbert A 

Hayden, Squire C 

Mathewson, Arthur H.. 

Rider, Lloyd A 

Stratton, Edward A. . . 
Taylor, Edward Wesley 
Waller, George E 



Cattaraugus county 

Hancock, Delaware co.. . . 
Painted Post, Steuben co. 

Olean 

Wanakena, St Lawrence 

CO 

Hinsdale 

Franklinville 

West Valley 

Ellicottville 

Randolph 

Randolph 

Little Valley 



Buffalo Normal 
Buffalo Normal 
Geneseo Normal 

Fredonia Normal 
Life state 

Teachers permanent 
College graduate pro- 
fessional provisional 
Life state 

Teachers permanent 
Fredonia Normal 
Life state 



ELEMENTARY EDUCATION 



49 



POST OFFICE ADDRESS 



CERTIFICATE 



Greenfield, Henry 

Kent, Anna M 

Manchester, William B.. . . 

Morrison, H. T 

Murphv, Howard S. R. . . . 

Stoyell", G. W 

Ward, Henry Stanley 

Baldwin, Hiram J 

Barker, Jonathan M 

Blaisdell, William B 

Connelly, Dorothy B 

Dikeman, George J 

Flagg, James R 

Knowlton, Mrs Ordence. . . 

Marshall, Pratt E 

Merritt, Bessie A 

Palmer, Joseph N 

Raynor, George R 

Reagan, R. A 

Ri'sley, Gertrude 

Sullivan, Katharine J 

Swain, L. Waldo 

Willson, M. Bell 

Wilson, Ella Mae Ollis 

Wright, J. S 

Cdx, M. Meredith 

Little, Gould J 

Stewart, Thomas W 

Van Etten, J. C 

Baldwin, Ellen E 

Benedict, L. Burdett 

Bowdish, Luman R 

Bovvers, Albert C 

Childs, T. S 

Criin, J. H 

Dunckel, Nora B 

Gifford, Eugene J 

Haves, Agnes C 

Isbell, Mary L 

Poole, E. Everett 

Schenck, Jane I 

Webb, Herbert A 



Cayuga county 
Big Flats, Chemung co . . 

Union Springs 

Moravia, R. F. D 

Weedsport 

Cato 

117 Franklin st.. Auburn 
Cayuga 

Chautauqua county 

Chautauqua 

Niobe 

Fredonia 

Chautauqua 

Fredonia 

Frewsburg 

Chautauqua 

Sherman 

Dunkirk 

Fredonia 

Falconer 

109 Temple st., Fredonia 

Silver Creek 

Fredonia 

Westfield 

Fredonia 

Celoron 

Falconer 

Chemung county 
506 Flood st , Elmira . . . 

Lowman, R. F. D. 2 . . . . 
Breesport 

Medina, Orleans co 

Chenango county 

Lincklaen 

Norwich, R. F. D. 4. . . . 

South New Berlin 

Cato, Cayuga co 

Guilford 

Af ton 

Oxford 

Oxford. 

130 Maple St., Hornell. . . 
Canastota, Madison co.. . 

Lincklaen Center 

Greene 

South Otselic 



Oneonta Normal 
Cortland Normal 
Cortland Normal 
Teachers permanent 
Geneseo Normal 
Cortland Normal 
Cortland Normal 



Fredonia Normal 
Buffalo Normal 
Bufifalo Normal 
Fredonia Normal 
Life state 

Teachers permanent 
Life state 
Life state 
Fredonia Normal 
Fredonia Normal 
Fredonia Normal 
Fredonia Normal 
Fredonia Normal 
Fredonia Normal 
Life state and Geneseo 

Normal 
Fredonia Normal 
College graduate life 
Fredonia Normal 



College graduate pro- 
fessional provisional 

Cortland Normal . 

Geneseo Normal and 
life state 

Cortland Normal 



Cortland Normal 
Life state 

State Normal College 
Cortland Normal 
Life state 
Life state 
Cortland Normal 
Life state 
Oneonta Normal 
Fredonia Normal 
Teachers permanent 
Oneonta Normal 
Life state 



50 



NEW YORK STATE EDUCATION DEPARTMENT 



NAME 



POST OFFICE ADDRESS 



CERTIFICATE 



Clapper, Ailen E. . 
Ladd, Grace M.. . . 
Rea, Fred Homer , 
Soden, Clara E. 



Clinton county 

Clintonville 

Rouses Point 

East Beekmantown. 
Mooers Forks 



Life state 
Plattsburg Normal 
Plattsburg Normal 
Geneseo Normal 
Wolcott, Oliver A Keeseville, Essex co Teachers permanent 



Kipp, Oliver B 

Palmer, Edgar B. . . . 

Putney, E. D 

Saunders, Randall N. 

Shultis, Minnie 

Smith, Abram 

Smith, Ezbon A 

Smith, Staunton B. . 
Snyder, German .... 



Columbia county 

Canaan 

Philmont 

New Lebanon 

Claverack 

Chatham 

Pine Plains 

Blue Stores 

East Chatham 

Stuyvesant 



State Normal College 

Life state 

State Normal College 

Life state 

State Normal College 

State Normal College 

State Normal College 

New Paltz Normal 

New Paltz Normal 



Carter, Claude D 

Ellis, Charles W., jr 

Frisbie, William G 

Osgood, Lizzie M. V. V. 

Otis, Charles J 

Patrick, W. Kirk 

Robinson, Jenny L 

Shuler, Mrs Ada M 

Van Hoesen, H. S 

Watrous, Mabel L 



Cortland county 

McGraw, R. F. D. i.. . . 

McGraw 

Cincinnatus 

12 Pearl St., Cortland . . 
Harrisville, Lewis co. . . 

Avoca, Steuben co 

Cortland 

McGraw 

Truxton 

Lestershire, Broome co. 



Life state 
Cortland Normal 
Life state 
Life state 
Cortland Normal 
Cortland Normal 
Cortland Normal 
Cortland Normal 
College graduate life 
Cortland Normal 



Delaware county 



Baum, Edward E.. . 

Baum, H. P 

Dann, Emma M 

Ferry, Charles F. . . . 
Gibb's, A. Estelle.. ., 
Gordon, M. Eleanor. 



Hamilton, Arthur T. . . . 

Harkness, Edward O 

Johnston, William 

Long, Lincoln R 

Myers, Z. L 

Nelson, Milton G 

Reichard, Lillian M 

Seacord, Etta Chamberlain 

Tait, John H 

Terry, Mrs Sarah J 

Waterbury, Lucy Anna . 
Wood, Olin Wilson 



Hancock . . . 
Hancock . . . 
Downsville . 
Mason ville. . 
Harpersfield 
Delhi 



N. Harperslield . 

Delhi 

De Lancey 

Margaretville . . 
Downsville .... 
W. Davenport. . 

Mason ville 

Andes 

West Kortright 

Stamford 

Margaretville. . . 
Delhi 



Oneonta Normal 
Potsdam Normal 
Oneonta Normal 
Life state 
Oneonta Normal 
College graduate pro- 
fessional provisional 
Oneonta Normal 
Teachers permanent 
Life state 
Life state 

College graduate life 
Oneonta Normal 
Life state 
Life state 

College graduate life 
Oswego Normal 
Life state 
College graduate life 



ELEMENTARY EDUCATION 



51 



NAME 



POST OFFICE ADDRESS 



CERTIFICATE 



Benedict, Frederick E 

Cheeseman, Emma 

Drum, Clara E 

Green, F. O 

Haight, Frank L 

Nye, Almon O 

Robbins, Charles Eliphalet 

Sherman, Clayton F 

Tremper, William R 

Bensley, William E 

Button, Lawrence P 

Colburn, Carrie L 

Dann, Henry A 

Evans, W. E 

Heist, Charles A 

Martin, Oliver A 

Ormsby, Edgar D 

Palmer, Cyrus S 

Pierce, William E 

Reukauf, Charles A 

Searle, Robert B 

Van Natter, Edwin E 

Burke, P. F 

Craig, Lewis W 

Frisbie, William Henry . . , 

Halley, Erskine B 

Mousavv, Cyrus J 

Prime, Mattie J 

Spear, Gertrude M 

Fisk, Frank Edgar 

Heffernan, Mary E 

Hyde, Gertrude E. ... ... • 

LaGraff, George 

Lamberton, Horace H. . . . 

McCarthy, Mary E 

MacDonald, Myrtle E . . . . 

Paddock, Bertha L 

Westfall, Frank M. 

Wilco.x, Fredus H 

McGregor, Malcolm 

Palmer, Mrs Annie Y. F. . 
Paris, John M 



Dutchess county 

La Grangeville 

Clinton Corners 

Clinton Corners 

Tivoli 

Fishkill Village 

Fishkill 

Stattsburg 

Glenham 

Rhinebeck 

Erie county 

Springville 

Holland 

Collins Center 

Lancaster 

Gardenville 

Orchard Park 

Clarence Center 

North Collins 

Angola 

East Aurora 

Sloan 

Springv-ille 

Alden 

Essex county 

Port Henry 

Westport 

Westport 

Elizabethtown 

Newcomb , 

Elizabethtown 

Wadhams 

Franklin county 

Chatham, Columbia co. . 

Chateaugay 

Chatham, Columbia co.. . 

Tupper Lake 

Ogdensburg 

Malone 

Chateaugay 

Malone 

Fort Covington 

North Bangor 

Fulton county 

86 State st., Gloversville. 
Johnstown, R. F. D. 3 . . , 
Palenville, Greene co 



New Paltz Normal 
New Paltz Normal 
Life state 
Life state 

State Normal College 
Cortland Normal 
College graduate life 
Cortland Normal 
Teachers permanent 



Teachers permanent 
Buffalo Normal 
Buffalo Normal 
College graduate life 
Lancaster, Pa., Normal 

(indorsed) 
Life state 
Buffalo Normal 
Buffalo Normal 
Ivife state 

Teachers permanent 
Life state 

College graduate life 
Geneseo Normal 



Life state 

College graduate life 
College graduate pro- 
fessional provisional 
State Normal College 
Potsdam Normal 
College graduate life 
Plattsburg Normal 



College graduate life 
Plattsburg Normal 
Potsdam Normal 
Potsdam Normal 
Potsdam Normal 
Potsdam Normal 
Potsdam Normal 
Life state 

Teachers permanent 
Teachers permanent 



College graduate life 
State Normal College 
Oneonta Normal 



52 



NEW YORK STATE EDUCATION DEPARTMENT 



NAME 



POST OFFICE ADDRESS 



CERTIFICATE 



Sticknev, John R 

Stryker', Fred A 

Van Buren, Clarence E.. . 

Ames, Bessie Louise 

Bunce, Alton R 

Clement, Thomas A 

Darby, Irene E 

Eldredge, Ralph W 

McCullough, E. M 

Palmer, John R 

Stickle, Charles W 

Decker, Walter J 

Hale, Charles 

MacNaught, Robert M . . , 

Patrie, J. Lewis 

Taylor, James F 

Tompkins, Leslie A 

Hanley, Charles B 

Callahan, Eugene B 

Claffee, A. T 

Cortright, Sanford A 

Countryman, Mary 

Evans, Sara J 

Fisher, Harry M 

Keller, Charles B 

Kimm, Silas C 

Noyes, Pearl M 

Rose, Arthur J 

Spall, Jacob C 

Bowman, Robert W 

Burns, Clair B 

Cain, Christopher J 

Delany, John T 

Hardy, Gustavus S 

Linnell, William J 

Marshall, D. D. T 

Pierce, Charles M 



Fulton county {coiielmled) 

Northville 

Stratford 

Broadalbin 



Genesee county 

19 Vine St., Batavia 

Pavilion 

South Byron 



Le Roy . 
Batavia . 



East Pembroke. 

Oakfield 

Batavia 



Greene county 

Hunter 

Catskill 

'Windham 

Catskill 

Surprise 



Coxsackie . 



Hamilton county 
Wells 



Herkimer county 

Little Falls 



Old Forge 

Herkimer 

Van Hornesville 

West Winfield 

Newport 

Little Falls 

Tuckahoe, Westchester co. 
161 E. 4th St., Oswego. . . 

West Winfield 

Northwood 



Geneseo Normal 
State Normal College 
Teachers permanent 



Geneseo Normal 

Fredonia Normal 

Mansfield, Pa., Normal 
(indorsed) 

Buffalo Normal 

College graduate pro- 
fessional life 

Cortland Normal 

Geneseo Normal 

College graduate life 



State Normal College 
Teachers permanent 
Teachers permanent 
Teachers permanent 
Life state and college 

graduate life 
Oneonta Normal 



Teachers permanent 



Brockport Normal and 
college graduate pro- 
fessional provisional 
Geneseo Normal 
State Normal College 
State Normal College 
State Normal College 
Geneseo Normal 
College graduate life 
College graduate life 
Oneonta Normal 
Life state 
Potsdam Normal 



Jefferson county 

Sacketts Harbor j College graduate life 

Evans Mills 

Def eriet 

Alexandria Bay 

Rodman 

Brownville 

Redwood 

Adams 



Life state 
Potsdam Normal 
Life state 
Potsdam Normal 
Potsdam Normal 
Potsdam Normal 
Teachers permanent 



ELEMENTARY EDL'CATION 



S3 



NAME 



POST OFFICE ADDRESS 



CERTIFICATE 



Jefferson county {concltn/cd) 

Simpson, Charles F | Carthage 

Stoel, Thomas B 

Thomson, Andrew S. . . 
Van Allen, Adelbert D. 



Antwerp 

Alexandria Bay , 
Dexter 



Austin, Stanton D.. . 
Bridgman, Arthur O. 
Curtis, Mary 



Fowler, John C. 



Glasby, Edward William. 

Johnston, Ruth M 

Marilley, Ursula 

Roberts, Allan N 

Spaulding, F. Reid 

Trainor, A. Winfield 



Bateman, C. C. . . . 
Conklin, Roscoe G. 
Edgett, Curtis C... 



Gurnsey, Harriet S 

Magee, John P 

Pitts, Carrie A. Townsend 

Smith, Jay F 

Stevens, Henry E 

Travis, Seward S 

Wright, Jasper H 



Ensign, Henry C. . 
Embury, David A. 



Fuller, Edson A. 
Harris, John B.. 



Keating, Daniel 

Kingsbury, Herbert C. W 
Lewis, E. T 



Sears, Irving S. 



Brainard, Chauncey , 
Campbell, Robert J.. 
Furman, Mark B. . . . 
Gray, Alexander J.. . 
Harris, James A.. . . , 
Hayner, Burt A 



Lewis county 
Barneveld, Oneida co. 

Lyons Falls 

Lowville 



Lowville. 



Port Leyden . 
Port Leyden. 

Croghan 

Beaver Falls. 
Copenhagen. . 
West Leyden . 



Potsdam Normal 
Life state 
Cortland Normal 
Life state 



Life state 

College graduate life 

Potsdam Normal and 
State Normal College 

College graduate pro- 
fessional provisional 

Life state 

College graduate life 

Oswego Normal 

Potsdam Normal 

Cortland Normal 

Life state 



Livingston county 

Scottsburg I Geneseo Normal 

Tuscarora Geneseo Normal 

Lima College graduate 

fessional life 

Dalton Geneseo Normal 

Groveland Geneseo Normal 

Nunda Geneseo Normal 

Dansville Geneseo Normal 

Avon Brockport Normal 

Greenport Geneseo Normal 

Avon Life state 



pro 



Madison county 

Erieville 

Morrisville 



De Ruyter. 
Brookfield . 



Oneida 

Morrisville 

528 Stewart av., Ithaca. 

De Ruvter 



Cortland Normal 

College graduate profes- 
sional provisional 

State Normal College 

College graduate profes- 
sional life 

Teachers permanent 

Life state 

College graduate profes- 
sional life 

Life state 



Monroe county 

Spencerport I Life state 

Mumford Geneseo Normal 

East Rochester 1 Teachers permanent 

Rush Geneseo Normal 

Penfield Teachers permanent 

Pittsford I Brockport Normal 



54 



NEW YORK STATE EDUCATION DEPARTMENT 



NAME 



POST OFFICE ADDRESS 



CERTIFICATE 



Hill, Fred W 

McCall, Michael A. . . 

Malloch, John C 

Martin, James R. . . . 
Nesbitt, Eugene N.. . 
Rayfield, Wallace W. 

Wallace, Henry J 

Whipple, William J.. 
Zornovv, Theodore A. 



Alter, N. Berton . . . , 
Barkley, Wilham H. 
Bauer, Jennie A.. . . 
Shaffer, Howard . . . 



Monroe county (concluded) 

Spencerport 

Mumford 

Long Lake, Hamilton co.. 

Honeoye Falls 

Brockport 

Webster 

Churchville 

Penfield 

Pittsford 



Montgomery county 

Fort Hunter 

Fort Hunter 

St Johnsville 

St Johnsville 



Teachers permanent 
Geneseo Normal 
Geneseo Normal 
Geneseo Normal 
Brockport Normal 
Cortland Normal 
Fredonia Normal 
College graduate life 
College graduate pro- 
fessional life 

Life state 
Life state 
Life state 
Life state 



Cooley, James Seth 

Jones, C. Hubert 

Mepham, Wellington C. 
Nutt, Walter Frederick , 



Tarbox, Oscar C Cassadaga, R. F. D 



Nassau county 

Mineola 

Hicksville 

Merrick 

East Rockawav • • • • 



College graduate life 
Oswego Normal 
Geneseo Normal 
College graduate life 
Fredonia Normal 



Smith, William A. 



New York county 

9661 Woodycrest av.,| 
New York Citv I College graduate life 



Burdick, C. Hull .... 
Cramer, Thomas G. . 
Crosier, Herbert H.. . 
Hoffman, M. Gazelle 



Kolb, Orin A 

Lyon, Catherine E.. . • 
Mcllroy, Alexander M. 
Wisner, William D.. . . 



Niagara county 

Lockport 

Manhassett, Nassau co . . . 
Heu velton , St Lawrence co. 
Lewiston 



Lockport ... 
Lewiston ... 

Wilson 

Ransomville . 



State Normal College 
Life state 
Life state 

College graduate profes- 
sional provisional 
Life state 
Oswego Normal 
Geneseo Normal 
Teachers permanent 



Babbit, Orson C . . 
Babcock, Edward S. 
Buck, Harry C 



Davidson, Mrs Helen O. . 
Evans, Arthur Seth 



Evans, John O. . . 
Garvey, Harry M. 
Greene, Alice B. . 

Grubel, H. G 

Lewis, William J 



Oneida county 

Oriskany 

Clinton 

Clavville 



Holland Patent . 
Lee Center 



\'erona 

Irvington, Westchester co. 

Clinton 

Boonville 

Westmoreland 



Oneonta Normal 
College graduate life 
College graduate profes- 
sional life 
College graduate life 
College graduate profes- 
sional provisional 
Life state 

College graduate life 
Cortland Normal 
Cortland Normal 
Teachers permanent 



ELEMENTARY EDUCATION 



55 



NAME 



POST OFFICE ADDRESS 



CERTIFICATE 



Lovengrath, Jay E 

Manktelow, Anna E 

Mathewson, F. E 

Scott, Pauline Louise. . . . 

Snyder, Ray P 

Van Arnam, Harmon. . . . 

Boatfield, Charles S 

Cowles, Jennie A 

Fuggie, George T 

Green, Manford D 

Hinman, Morton E 

Knapp, Florence E. S.. . . 
Lawrence, Morton Robert 
Leneker, J. Harvey 

Lindsey, Archibald 

McDowell, Elmer E 

Palmer, A. Ray 

Preston, Samuel J 

Shea, Robert E 

Sleeth, Addie A 

Shea, Edward F 

Bird, Louis E 

Bolles, George A 

Bonner, J. M 

Ingalls, Willis Arnold. . . . 
Patterson, George \V., jr. 
Thrall, William B 

Weatherlow, Harrie P.. . . 

Eichenberg, Orville 

Greenfield, W. R 

McKnight, Theron L 

Scott, George D 

Stoddard, Leon A 

Williams, Henry E 

Baker, Elliott 

Brown, M. Theta (Hakes) 
Burt, Charles F 



Oneida county ((•ondmlcd) 
Andes, Delaware co 



Scholiarie, Schoharie co.. . 
Cherry Creek, R. F. D. 36. 

Blossvale 

New York Mills 

Westernville 



Onondaga county 

Camillus 

Tully 

Jamesville 

Liverpool 

Tully 

Camillus 

Allentown, Allegany co. . . 

Fort Plain, Montgomery 
CO 

604^ University av., Syra- 
cuse 



Memphis 

La Fayette 

504 University pi., Syra- 
cuse 

Port Leyden, Lewis co.. . . 

North Syracuse 

Syracuse 



Ontario county 

Phelps 

Naples 

Shortsville 

Phelps 

5 Madison pi., Albany. . . 
Naples 



Clifton Springs . 



Orange county 

Monroe 

Harriman 

Central Valley 

Highland Mills 

Florida 

Walden 



Orleans county 

Knowlesville 

Albion 

Kendall 



College graduate profes- 
sional provisional 
Oswego Normal 
Fredonia Normal 
State Normal College 
Geneseo Normal 
Cortland Normal 



Geneseo Normal 
State Normal College 
Teachers permanent 
State Normal College 
Cortland Normal 
Cortland Normal 
Life state 

Life state 

College graduate profes- 
sional life and Cort- 
land Normal 

Geneseo Normal 

Cortland Normal 

Life state 
Cortland Normal 
State Normal College 
Cortland Normal 



College graduate life 
College graduate life 
Potsdam Normal 
College graduate life 
Geneseo Normal 
Geneseo Normal and 
State Normal College 
Buffalo Normal 



Life state 
Cortland Normal 
Potsdam Normal 
New Paltz Normal 
Potsdam Normal 
State Normal College 



Life state 
Brockport Normal 
College graduate life 



56 



NEW YORK STATE EDUCATION DEPARTMENT 



NAME 



POST OFFICE ADDRESS 



CERTIFICATE 



Chester, Loren W 

Filer, J. H 

Ford, Agnes M 

Gibson, Henry J 

Hoyer, Luella 

Luttenton, Cora V 

Potter, Anna L 

Root, Ernest E 

Salisbury, Harriet F. S. 



Gardner, Warren S 

Kingsbury, Charles I 

Lockwood, Stephen Roy . . 

Pratt, Mildred G 

Simpson, Robert, jr 

Tollerton, Edith R 

Tooley, Queenie Rose 

Burlingame, Menzo 

Dodge, Lela G 

Firman, May 

Main, Martha L 

Nearing, S. Lavinia 

Packer, Millard H 

Parmelee, Earle W 

Sargeant, Ernest B 

Smith, Mrs Mary E 

Stanbro, Frank 

Thayer, Floyd R 

Traver, John G •. . . . 

McManus, John B 

Brooks, James H 

King, Walter C 

Hopkins, Edwin M 

Linnehan, Matthew M 

Clark, Charlotte B 

Comstock, Edwin S 

Gardner, Mrs F. G 



Orleans county {concluded) 
Albion 



Eagle Harbor 

Medina 

HoUey 

Angola, Erie co.. . . 

Albion 

Holley 

Albion, R. F. D. 2. 
Albion, R. F. D. i. 



Oswego county 

Minetto 

Oswego, R. F. D.. . . 

Hannibal 

Lacona 

Fulton, R. F. D. 4. . 



Pulaski 

Fulton, R. F. D. 2 

Otsego county 

Worcester 

6 High St., Oneonta. . . . 

Oneonta 

Kent Cliffs, Putnam co. 

New Lisbon 

Milford 

Richfield Springs 

East Worcester 

New Lisbon 

Unadilla •. 



Edmeston 

Hart wick Seminary, 
Cooperstown 



College graduate pro- 
fessional provisional 

Teachers permanent 

Life state 

Brockport Normal 

Buffalo Normal 

Brockport Normal 

Life state 

Brockport Normal 

Brockport Normal and 
college graduate pro- 
fessional provisional 

Teachers permanent 
Oswego Normal 
Jamaica Normal 
Life state 
Life state and college 

graduate life 
Oswego Normal 
Oswego Normal 



College graduate life 
Oneonta Normal 
Oneonta Normal 
Life state 
Oneonta Normal 
Life state 
Brockport Normal 
Plattsburg Normal 
State Normal College 
State Normal College 

and life state 
Oneonta Normal 
College graduate life 
Teachers permanent 



Putnam county 

Garrison I State Normal College 

Brewster I Geneseo Normal 



Queens county 

33 Stevens St., Long Island 

City 

Jamaica 



Rensselaer county 

Brunswick 

Nassau 

Stephentown 



Oneonta Normal 
College graduate life 



Plattsburg Normal 
Teachers permanent 
Buffalo Normal 



ELEMENTARY EDUCATION 



57 



NAME 



POST OFFICE ADDRESS 



CERTIFICATE 



Maher, Christopher H. 
Millias, Winthrop L.. . 
Quay, George H 



Roy, Merton I. 



Rensselaer county (co/tduchd) 

Berlin I Geneseo Normal 

Valley Falls I Life state 

1445 Broadway, Rens- 
selaer j State Normal College 



Surdam, Lillian M. . . . 
Waterburv, Arthur E. 



Schaghticoke. 



Hoosick Falls 

Hartley Hall, Columbia 
University, New York. . 



Rockland county 

Ingalls, DeWitt I Garnerville 

Lawton, Ira H Nyack 

Miller, George W Nanuet 

Slack, Earl B Stony Point 

Stilwell, George D New City 

\'avasour, James F | West Haverstraw. . . 



Andrews, Walter E. 
Barnett, Michael G. 

Blood, Carlos S 

Brainerd, Arthur E. 



Clark, William T 

Fields, Albert J 

Donovan, Katherine A. , 

Gibbons, Forrest H 

Hallahan, Michael A. . . . 

Herrick, W. S 

Jenks, Leon E 

Libby, Rose M 

McCarthy, Charles F.. . . 
McCarthy, Margaret H.. 
McDonald, Edwin F. . . . 
Moses, Luther 



Roberts, Lewis E.. . , . 

Rovce, George G 

Smith, Esther 

Sumner, S. C 

Sweet, Herbert E 

Wallace, Frank H. . . . 
Wood, William Flack. 



St Lawrence county 

Ogdensburg 

Potsdam 

Heuvelton 

Waddington 



Hailesboro 

Winthrop 

Chateaugay, Franklin co. 

Russell 

Brasher Falls 

Colton 

Ogdensburg 

Colton 

Benson Mines 

Ogdensburg 

Massena 

Madrid 



Potsdam 

DePeyster 

Lisbon 

Scio, Allegany co. 

Madrid 

Morristown 

Lisbon 



College professional pro- 
visional 
Oneonta Normal 

Oneonta Normal 



Life state 
Life state 
Potsdam Normal 
State Normal College 
New Paltz Normal 
State Normal College 



College graduate life 

Potsdam Normal 

Potsdam Normal 

College graduate profes- 
sional provisional 

Teachers permanent 

College graduate life 

Potsdam Normal 

Potsdam Normal 

Geneseo Normal 

Potsdam Normal 

Life state 

College graduate life 

Geneseo Normal 

Potsdam Normal 

Potsdam Normal 

College graduate profes- 
sional life 

College graduate life 

College graduate life 

Potsdam Normal 

College graduate life 

Potsdam Normal 

Potsdam Normal 

Potsdam Normal 



Saratoga county 

Allen, Charles E ! Mechanicville 

Ault, P. S Round Lake 

Caswell, Archibald T So. Glens Falls 

Fry, Ambrose J Mechanicville 



Life state 
Geneseo Normal 
Geneseo Normal 
Life state, Ohio (in- 
j dorsed) fc.< , 

Hinman, Ernest E I Schuylerville I Oneonta Normal 



58 



NEW YORK STATE EDUCATION DEPARTMENT 



POST OFFICE ADDRESS 



CERTIFICATE 



Saratoga county {concluded) 



Messinger, Miss Lou . 
Peck, Caroline 



Sharp, Harriet W 
Smith, Ida M. . . . 
Stuart, Edwin A. 
Walker, Tibbitts. 



Cossaart, Harrison , 
Palmer, Frank \V.. 



Porter, Merton R. 
Wingate, James. . 



Burst, Guernsey J. 



Collister, Harrison F. 
Eldredge, Cassie D.. . 
Hamm, Franklin P. . 
Patrie, G. Everett... 



VanWormer, Wellington E 



Barnes, Caroline F 

Ely, George M 

Haring, Jane M 

Lanison, George Rodney. 

Norton, Jessie 

Spaulding, Alberta 



Edwards, AUetta C. . 

Owen, Alice L 

Springer, Gordon B.. 
Weatherlow, Jane K. 
Wilson, Wilmer S.. . . 



B^lston Spa 

Saratoga Springs, 

D. I 

Saratoga Springs . . 
Saratoga Springs. . . 

Stillwater 

Corinth 



R. F. 



Schenectady county 

15 Eleanor st., Schenec- 
tady 

Teachers College, Colum- 
bia University, New 
York 

409 Lenox rd., Schenec- 
tady 

Schenectady 



Schoharie county 
Seward 



Schoharie 

Sharon Springs 

Breakabeen 

Hobart, Delaware co. 

Middleburg 



Schuyler county 

Watkins 

Hector 

Watkins 

Montour Falls 

Watkins 

317 Seymour St., Yonkers. 

Seneca county 

Seneca Falls 

Interlaken 

Interlaken 

Seneca Falls 

Ovid 



Beltz, Howard C 

Brush, Henry M 

Butterfield, Cassius F. 
Carter, Guyon J 



Steuben county 

Saratoga Springs, 

toga CO 

Arkport 



Sara- 



Cameron 



Keuka Park, Yates co. 



State Normal College 

Life state 

State Normal College 
State Normal College 
College graduate life 
College graduate life 



Life state 



Oneonta Normal 

Oneonta Normal 
College graduate life 



College graduate pro- 
fessional life 

State Normal College 

Oneonta Normal 

Oneonta Normal 

State Normal College 
and life state 

State Normal College 



Oswego Normal 
Life state 
Life state 
Geneseo Normal 
State Normal College 
Oneonta Normal 



Brockport Normal 
Life state 
Oneonta Normal 
College graduate life 
Life state 



College graduate pro- 
fessional provisional 

College graduate pro- 
fessional provisional 

College graduate pro- 
fessional provisional 

College graduate pro- 
fessional provisional 



ELEMENTARY EDUCATION 



59 



NAME 



POST OFFICE ADDRESS 



CERTIFICATE 



Crawford, Lewis W 

Donaldson, W. T 

Frederick, John E 

Guinnip, George Horatio 
Harrison, Howard 

Hoxter, Mrs Addie V. . . 
McConnell, Joseph G.. . . 

Mills, Daniel B 

Morrison, Katharine P. . 

Morrow, Winfred 

Pierce, A. Z 

Presler, O. C 

Seely, Isabel 

Simons, Frank D 

Smith, L.J 

Tubbs, Levi R 

Watson, James E 

Wilcox, Frederick C. . . . 

Duesler, O. Nelson 

Howell, Charles H 

Johnston, Edward T. . . . 
Young, J. Henry 

Chase, Mrs Emma C . . 

Hick, Charles S 

Lewis, Frederick J 

Belden, Arthur E 

Bingham, Edward A.. . . 
Butler, Orval Theodore . 

Goodrich, M. Delos 

Granger, Oscar 

Whittemore, Harold T. . 



Beardsley, Fred A 
Bigelow, John D. . 
Buck, Hattie K. . . 
Ladd, Carl Edwin. 
Marsh, William F. 
Seever, Elmer J. . . 
Trapp, Frank G. . . 
Wood, Isabelle H., 



Steuben county (condaded) 

Cameron Mills 

414 E. Church St., Elmira. 

Campbell 

Campbell 

27 So. Hawk St., Albany. . 



No. Cohocton 

Prattsburg 

Canisteo 

Bath 

Middletown, Orange co. . . 

Woodhull 

Atlanta 

Canisteo 

A voca 

Lynbrook, Nassau co 

Seeley Creek, Chemung co. 



Tarrytown, 

CO 

Greenwood . 



Westchester 



Suffolk county 

Lindenhurst 

Riverhead 

Blue Point 

Central Islip 



Sullivan county 

Livingston Manor . . 

Jeffersonville 

Barry ville 



Tioga county 

Owego 

Van Etten, Chemung co. 

Spencer . " 

Tioga Center 

Owego 

Whitesboro, Oneida co. . 

Tompkins county 

Trumansburg 

109 Hudson St., Ithaca. . 

North Lansing 

McLean 

Brookton 

McLean 

McLean 

Ludlowville 



Geneseo Normal 

College graduate pro- 
fessional provisional 

Oneonta Normal 

Teachers permanent 

Mansfield, Pa., Normal 
School (indorsed) 

Life state 

Life state 

College graduate life 

Oneonta Normal 

Geneseo Normal 

Life state 

Buffalo Normal 

Geneseo Normal 

Geneseo Normal 

Geneseo Normal 

State Normal College 
and life state 

Geneseo Normal 
College graduate life 



Teachers permanent 
Teachers permanent 
College graduate life 
Lockhaven, Pa., Nor- 
mal (indorsed) 

State Normal College 
Life state 
Oneonta Normal 



Cortland Normal 
Cortland Normal 
Oneonta Normal 
Life state 
Life state 

College graduate pro- 
fessional provisional 

Cortland Normal 
Life state 
Cortland Normal 
Cortland Normal 
Life state 
Geneseo Normal 
Cortland Normal 
Life state 



6o 



NEW YORK STATE EDUCATION DEPARTMENT 



NAME 



POST OFFICE ADDRESS 



CERTIFICATE 



Andrews, Wallace J 

Burnett, Emily S 

Cook, Leon J 

Du Bois, T. Edward. . . 

Gillett, John U 

Hocmer, Edwin C 

Kinney, Margaret C 

Perry, Thomas C 

Roat, Elsie J 

Schoonmaker, John M. 



Ulster county 

Oliverea 

Port Ewen 

Saugerties 

Highland 

Port Ewen 

Ellenville 

New Paltz 

Kerhonkson 

Ellenville 

Accord 



New Paltz Normal 
Teachers permanent 
State Normal College 
New Paltz Normal 
New Paltz Normal 
Geneseo Normal 
Cortland Normal 
Teachers permanent 
Life state 
New Paltz Normal 



Blue, Daniel M 

Buckbee, Blanche. 



Gunn, Franklin F 

Loevenguth, Augusta M.. 



Warren county 

North Creek 

Delhi, Delaware co.. 



Glens Falls . 
Glens Falls . 



Minnick, Mrs Rose i Glens Falls , 



Washington county 

Blasdell, Amelia I Fort Ann 

Gibbons, Rose E i8i Main st., Hudson Falls 

Hall, Harvey Middle Granville 

Ingalsbe, Myra L Hartford 

Kenyon, Harry Fort Ann 

Kingsley, John H I Cambridge 

Lavery, A. A I Fort Edward 

Perry, Mrs Caroline Potter Cambridge 



Potter, Mary A | Greenwich. 

Rich, Francis H | Shushan. . . 



Andrews, Mrs Helen C. 

Barnes, A. E 

Beare, E. Etienne 

Brundige, R. O 

Clark, Lewis H 

Cosad, Ida E 

Earl, Charles B 

Gilbert, E. Bernice. . . . 
McMurray, Albert H.. . 

Putnam, Anna G 

Soper, Elbert Grant . . . 



Wayne county 

Lyons 

Clyde 

Carmel, Putnam co . . . 
Weedsport, Cayuga co. 

Sodus 

Wolcott 

Willard, Seneca co. . . . 

Newark 

Walworth 

Sodus 

Marion 



Potsdam Normal 
College graduate profes- 
sional life 
College graduate life 
Oneonta Normal 
Oneonta Normal 



Oswego Normal 
Brockport Normal 
Oneonta Normal 
State Normal College 
Life state 
Oneonta Normal 
College graduate life 
Life state and State 

Normal College 
College graduate life 
College graduate life 



Geneseo Normal 
State Normal College 
Buffalo Normal 
College graduate life 
Life state 
Cortland Normal 
State Normal College 
Life state 
Life state 
Life state 
Brockport Normal 



Cheney, Charles H., 
Covey, George H. . , 

Fox, Wayne C 

Gleason, William J. 

Knapp, R. D 

Rockwell, John C. 



Westchester county 

White Plains ' Potsdam Normal 

Potsdam Normal 
Potsdam Normal 
Cortland Normal 



Katonah 

Croton-on-Hudson. . . . 

White Plains 

Katonah j Cortland Normal 

Port Chester Potsdam Normal 



ELEMENTARY EDUCATION 



6i 



POST OFFICE ADDRESS 



CERTIFICATE 



Shutts, Forrest T. 
Tripp, Earl J. . . . 



Jones, Ernest D. . 
La Wall, John D. 



McGurren, John T.. 

Miller, Glenn C 

Strattf)n, George H. 



Westchester county (concluded) 

Rye 

30 Summer St., Port Ches- 
ter 



Wyoming county 

Wyoming 

Wvoming 



Hardys. 
Java. . . 
Castile . 



Yates county 

Benedict, J. C I Dundee 

Bullock, Joseph Finton ... Penn Yan 

Corbit, Edward P j Rushville 

Spooner, Marvin L [ Penn Yan 



State Normal College 
Genesee Normal 



College graduate life 
College graduate pro- 
fessional provisional 
Geneseo Normal 
Geneseo Normal 
Oswego Normal 



Geneseo Normal 
College graduate life 
Brockport Normal 
Teachers permanent 



The foregoing names constitute a permanent list of eligible can- 
didates from which vacancies may be filled as they occur from time 
to time. 

An agricultural examination will hereafter be given annttally at 
the time of the examination for the life state certificate. As candi- 
dates satisfy the requirements for the ofifice of district superintend- 
ent, their names will be added to the above list of eligible candidates. 

The law did not require the publication of a list of eligible candi- 
dates but as there was no other way by which school directors could 
have a complete list of all the names of those who were qualified, 
the Education Department issued such list and placed a copy in the 
hands of each school director. 

Election of district superintendents. The law required boards 
of directors to meet on the third Tuesday in August 191 1, which 
occurred on the 15th of that month, to elect district superintendents. 
Of the 207 to be chosen, 180 were elected on that date. The posi- 
tion was attractive in many ways. It offered teachers of long 
experience relief from much of the confinement of the school- 
room and employment in congenial work which would require 
much of their time in the open country. The position was generally 
regarded as one of dignity and high rank in the teaching profession. 



(>2 NEW YORK STATE EDUCATION DEPARTMENT 

The superintendents elected would be the first body of real pro- 
fessional superintendents chosen in the State, The position pro- 
vided for a tenure of five years and it was the general expectation 
that those who were successful in their work would be reappointed 
upon the expiration of their terms. The compensation was equal 
to that generally paid to the best teachers of the schools within the 
territory of the State embraced in the supervisory districts. The 
position afforded an opportunity to render important service to the 
State. Under all of these conditions, it was to be expected that 
in many districts there would be sharp competition for these posi- 
tions. The elections in such districts were closely contested and in 
several districts superintendents were not chosen at the first meeting 
of boards of directors. In these districts, superintendents have 
from time to time been chosen until only three vacancies now exist. 
If superintendents are not chosen in these districts on or before 
January i, 1912, the county judge of the county in which the district 
is located will appoint a superintendent. A superintendent thus 
appointed will serve until the board of directors appoints one. 

It was the hope of those who favored the present method of 
electing superintendents that boards of directors would follow the 
general practice which now prevails in cities and in villages of five 
thousand population or more and select persons for these important 
positions because of their experience in school work, their sound 
judgment, their scholarly attainments and their general adaptability 
to such positions, without reference to political influence. To this 
end the law authorized a board to select a superintendent from any 
section of the State. The attention of directors was called to this 
purpose of the law by the Commissioner of Education in a circular 
letter under date of December i, 191 o, and again in a comnnuii- 
cation under date of August i, 191 1, in the following language: 

The supervision law imposes upon school directors the single 
duty of electing a district superintendent of schools. Such directors 
have no other official relation in any way whatever to the school 
system. The conscientious care with which directors perform this 
one duty will have a vital effect upon the efficiency of our rural 
schools. The intent of the law is that these district superintendents 
shall be chosen as boards of education in cities and union free 
school districts select superintendents and high school principals. 
Boards of school directors should not regard the office of district 
superintendent as political. The services which candidates may 
have rendered a particular political party should not be considered 
in determining upon the election of such superintendents. Nor 
should boards of directors permit political organizations to influ- 



ELEMENTARY EDUCATION 63 

ence or control the selection of these officers. No partisanship 
whatever should be allowed to enter into the matter. Nothing but 
the "ood of the schools should have any weight. The education, 
experience in teaching and in school supervision, general ability, 
and personality of the several candidates should be carefully con- 
sidered in connection with the circumstances of the supervisory dis- 
trict and the one chosen who appears to be the most proficient and 
the best adapted to render the service required to assist, supervise 
and direct the teachers employed in the schools of the district. 

The method of election proved to be generally satisfactory. The 
action of boards of directors was for the most part governed by 
the desire to select suitable candidates for the position. In a 
majority of districts there were chosen superintendents whose party 
affiliations were the same as those of a majority of the members of 
the board of directors. There were many districts, however, in 
which the superintendents chosen were of a political faith opposite 
to the majority of the members of the board of directors. In many 
districts, superintendents were chosen who were not residents of 
the district. Politics as a rule did not enter into the selection 'of 
these su])erintendents. In fifty or more of the counties of the State, 
the elections passed ofif smoothly and generally satisfactorily. 
Political organizations did not undertake to control the action of 
boards of directors in such counties. In some of the districts 
of the other counties, political organizations did try to control the 
action of the boards of directors. In these counties the contests 
were accentuated by such action and brought to public attention 
through local newspaper discussions. In all of such districts, how- 
ever, boards were required to select superintendents who possessed 
the qualifications prescribed by law. There are objections to this 
method of election. It may not be an ideal way of choosing these 
officers but it appears to be the best which has been suggested. It 
has efi^ectuated the primary result for which it was enacted — to 
provide a body of competent, professional men and women to super- 
vise the country schools of the State. It should also be borne in 
mind that the system was in the formative state preceding its 
operation and that all existing prejudice against this whole general 
plan of supervision would assert itself in these elections. Close 
observation of the operations of this method of election leads to the 
conclusion that the ultimate effect will be to remove the election of 
superintendents farther and farther from partisan control. 

It is wholly within the truth to say that no body of school superin- 
tendents of such high intellectual qualifications and professional 



64 



NEW YORK STATE EDUCATION DEPARTMENT 



attainments has ever before been chosen to supervise and direct the 
education of the children of a great state or country. Of the 204 
superintendents already chosen, 42 are college graduates and of these 
31 hold college graduate certificates. Of the remaining 159, 20 are 
graduates of the State Normal College, 92 of State normal schools, 
35 hold life state certificates and only 28 hold the teachers permanent 
certificate. Thirty-nine women were chosen. The average teach- 
ing or supervision experience of these superintendents is 20 years. 
The names of those chosen, their post office addresses, the colleges 
or normal schools from which they were graduated and the certifi- 
cates which they hold are as follows : 





NO. OF 








COUNTY 


DISTRICT NAME 




ADDRESS 


Albany 


I 


Newton Sweet 

Teachers permanent 




Ravena 




2 


William J. riaverly 
State Normal College 




West Berne 




3 


Walter Scott Clark 
State Normal College 




West Albany 


Allegany 


I 


George W. D'Autremont 

Teachers permanent 




Hume 




2 


John D. Jones 
Genesee iSormal 




Cuba 


1 


3 


E. DeLancy Walters 

Geneseo Normal 




Canaseraga 




4 


Charles D. Hill 

Life state — Hamilton 




Angelica 




5 


Willet L. Ward 

College graduate professional 
visional — Cornell 


pro- 


Wellsville 


Broome 


I 


Kasson E. Beilby 

Life state; college graduate 


pro- 


Deposit 






fessional provisional — Syracuse 






2 


J. Edward Hurlburt 
Life state 




Windsor 




3 


Mabel L. Watrous 

Cortland Normal 




Lestershire 




4 


Erwin B. Whitney 
Cortland Normal 




Chenango Forks 


Cattaraugus 


I 


Squire C. Harden 




Franklinville 



Teachers permanent 

Gilbert A. Farwell Hinsdale 

Life state — Alfred 

Arthur H. Mathewson West Valley 

College graduate professional pro- 
visional — Cornell 

George E. Waller Little Valley 

Life state 

Edward A. Stratton Randolph 

Teachers permanent 



ELEMENTARY EDUCATION 



65 





NO. OF 






COUNTY 


DISTRICT NAME 


ADDRESS 


Cayuga 


I 


Howard S. R. Murphy 

Geneseo Normal 


Cato 




2 


Olin W. Wood 

College graduate life — Syracuse 


Auburn, R. F. D. 




3 


Anna M. Kent 

Cortland Normal 


Union Springs 




4 


Gordon B. Springer 

Oneonta Normal 


Interlaken 




5 


Henry Greenfield 
Oneonta Normal 


Big Flats 


Chautauqua 


I 


Joseph N. Palmer 

Fredonia Normal 


Fredonia 




2 


James R. Flagg 

Teachers permanent 


Frewsburg 




3 


Jonathan M. Barker 

Buffalo Normal 


Niobe 




4 


Pratt E. Marshall 
Life state 


Sherman 




5 


L. Waldo Swain 

Life state; Geneseo Normal 


Westfield 




6 


Judson S. Wright 
Fredonia Normal 


Falconer 


Chemung 


I 


Walter C. King 
Geneseo Normal 


Brewster 




2 


Martha Meredith Cox 

College graduate professional pro- 
visional — Elmira 


506 Flood St., Elmira 


Chenango 


I 


Ellen E. Baldwin 

Cortland Normal 


Lincklaen 




2 


Albert C. Bowers 
Cortland Normal 


Cato 




3 


J. S. Childs 

Life state 


Guilford 




4 


Jane I. Schenck 

Oneonta Normal 


Greene 




5 


Mary L. Isbell 

Fredonia Normal 


Canastota 


Clinton 


I 


Oliver A. Wolcott 


Keeseville 



Columbia 



Cortland 



Teachers permanent — Union; spe- 
cial course at Harvard 

Ernest B. Sargeant 

Plattsburg Normal 

Grace M. Ladd 

Plattsburg Normal 

Staunton B. Smith 

New Paltz Normal 

Winthrop L. Millias 
Life state 

Ezbon A. Smith 

State Normal College 

Charles W. Ellis, jr 

Cortland Normal 

Ada M. Shuler 
Cortland Normal 

Alice B. Greene 
Cortland Normal 



East Worcester 
Rouses Point 

East Chatham 
Castleton 
Blue Stores 

^IcGraw 
McGraw 
Clinton 



66 



NEW YORK STATE EDUCATION DEPARTMENT 



NO. OF 
COUNTY DISTRICT NAME 

Delaware l Lillian M. Reichard 

Life state 

2 Z. L. Mvers 

College graduate life — Union 

3 Edward O. Harkness 

Teachers permanent 

4 Lincoln R. Long 

Life state 

5 Milton G. Nelson 

Oneonta Normal 

6 Arthur T. Hamilton 

Oneonta Normal 

Dutchess I Frank L. Haight 

State Normal College 

2 Frederick E. Benedict 

New Paltz Normal 

3 Clara E. Drum 

Life state 

4 William R. Tremper 

Teachers permanent 

Erie I Charles A. Heist 

Life state 

2 Henry A. Dann 

College graduate life — Yale 

3 William E. Pierce 

Teachers permanent 

4 Edgar D. Ormsby 

Buffalo Normal 

5 William E. Bensley 

Teachers permanent 

Essex I Cyrus J. Mousaw 

Potsdam Normal 

2 Gertrude M. Spear 

Plattsburg Normal 

3 Mattie J. Prime 

College graduate life — Syracuse 

Franklin l Eugene L. Moe 

Life state 

2 George LaGraff 

Potsdam Normal 

3 Fredus H. Wilcox 

Teachers permanent 

4 Gertrude E. Hyde 

Potsdam Normal 

Fulton I Fred A. Stryker 

State Normal College 

. 2 Clarence E. Van Buren 

Teachers permanent 

Genesee i E. M. McCulIough 

Cortland Normal 

2 Thomas A. Clement 

JNIansfield, Pa., Normal (indorsed) 



ADDRESS 

Masonville 
Downsville 
Delhi 

Margaretville 
W. Davenport 
N. Harpersfield 

Fishkill Village 
La Grangeville 
Clinton Corners 
Rhinebeck 

Orchard Park 

Lancaster 
East Aurora 
North Collins 
Springville 

Newcomb 
Wadhams 
L^pper Jay 

Burke 

Tupper Lake 
North Bangor 
Moira 

Stratford 
Broadalbin 

East Pembroke 
South Bvron 



ELEMENTARY EDUCATION 



er 





NO. OF 


COUNTY 


DISTRICT NAME 


Greene 


I Randall N. Saunders 




Life state 



Hamilton 
Herkimer 



Jefferson 



Lewis 



Livingston 



Madison 



Robert M. MacNaught 

Teachers permanent 

Walter J. Decker 

State Normal College 

Charles B. Hanley 

Teachers permanent 



Athens 

Windham 

Hunter 

Wells 



I 


Arthur J. Rose 
Life state 




West Winfield 


2 


Silas C. Kimni 




Tuckahoe 




College graduate life - 


— Allegheny 




3 


Charles B. Keller 




Little Falls 




College graduate 


life — George 






Washington 






4 


Jacob C. Spall 

Potsdam Normal 




Northwood 


I 


Charles M. Pierce 
Teachers permanent 




Adams 


2 


William J. Linnell 
Potsdam Normal 




Brownsville 


3 


Thomas B. Stoel 

Life state 


- 


Antwerp 


4 


Robert W. Bowman 




Sacketts Harbor 




College graduate life - 


- St Stephens 




5 


D. D. T. Marshall 

Potsdam Normal 




Redwood 


6 


Clair B. Burns 
Life state 




Evans Mills 


I 


Ursula Marilley 
Oswego Normal 




Croghan 


2 


F. Reid Spaulding 

Cortland Normal 




Copenhagen 


3 


Ruth M. Johnston 




Port Leyden 




College graduate life - 


- Vassar 




4 


A. Winheld Trainor 
Life state — ■ Union 




West Leyden 


I 


John P. Magee 
Geneseo Normal 




Groveland 


2 


Jay F. Smith 

Geneseo Normal 




Dansville 


3 


Harrison F. Collister 

State Normal College 




Schoharie 


I 


Irving S. Sears 

Life state — Colgate 




DeRuyter 


2 


Edson A. Fuller 

State Normal College 




DeRuyter 


3 


Herbert C. W. Kins^^ 
Life state 


ibury 


Morrisville- 


4 


Daniel Keating 




Oneida 



Teachers permanent 



68 



NEW YORK STATE EDUCATION DEPARTMENT 



COUNTY 

Monroe 



Montgomery 



Nassau 



Niagara 



Oneida 



NO. OF 
DISTRICT NAME 

1 Wallace W. Rayfield 

Cortland Normal 

2 Mark B. Furman 

Teachers permanent 

3 Fred W. Hill 

Teachers permanent 

4 John C. Malloch 

Geneseo Normal 

1 X. Berton Alter 

Life state 

2 Lela G. Dodge 

Oneonta Normal 

1 Wellington C. Mepham 

Geneseo Normal 

2 James S. Cooley 

College graduate life 

1 Thomas G. Cramer 

Life state 

2 Orrin A. Kolb 

Life state 

3 William D. Wisner 

Teachers permanent 

1 Ray P. Snyder 

Geneseo Normal 

2 Harry C. Buck 

College graduate professional ■ 
Colgate 

3 William J. Lewis 

Teachers permanent 



ADDRESS 

Webster 
East Rochester 
Spencerport 
Long Lake 

Fort Hunter 
Oneonta 

Merrick 
Mineola 

Manhasset 

Lockport 

Ransomville 

New York Mills 
Clayville 

Westmoreland 





4 


F. E. Mathewson 

Fredonia Normal 




Cherry Creek, R. F. 
D. 36 




5 


Harmon Van Arnam 

Cortland Normal 




Westernville 




6 


Pauline Louisa Scott 
State Normal College 




Blossvale 




7 


Daniel M. Blue 
Potsdam Normal 




North Creek 


Onondaga 


I 


Robert B. Searle 

College graduate life — 


Hamilton 


Springville 




2 


George T. Fuggle 
Teachers permanent 




Jamesville 




3 


Elmer E. McDowell 

Cortland Normal 




Memphis 




4 


Manford D. Green 
State Normal College 




Liverpool 




5 


Florence E. S. Knapp 

Cortland Normal 




Camillus 


Ontario 


I 


Leon J. Cook 

State Normal College — 


- Harvard 


Canandaigua 

R. F. D. 9 




2 


Willis Arnold Ingalls 
College graduate life — 


Cornell 


Phelps 




3 
4 


Elbert Grant Soper 
Brockport Normal 

Harrie P. Weatherlow 




Marion 
Clifton Springs 



Uuflfalo ^Normal 



ELEMENTARY EDUCATION 



69 





NO. OF 


COUNTY 


DISTRICT NAME 


'range 


I Theron L. McKnight 

Potsdam Normal 




2 Orville E. Eichenberg 

Life state 



Orleans 



Oswego 



Otsego 



Frtnam 
Rensselaer 

Rockland 
St Lawrence 



3 Sanford A. Cortright 

State Normal College 

1 Luella Hoyer 

Buffalo Normal 

2 Cora V. Luttenton 

Brockport Normal 

3 Harriet F. S. Salisbury 

Brockport Normal ; college gradu- 
ate professional provisional — 
Syracuse 

1 Mildred G. Pratt 

Life state 

2 J. M. Bonner 

Potsdam Normal 

3 Queenie Rose Tooley 

Oswego Normal 

4 Charles I. Kingsbury 

Oswego Normal 

5 Warren S. Gardner 

Teachers permanent 

1 Harrison P. Cossaart 

Life state 

2 Menzo Burlingame 

College graduate life — Syracuse 

3 John B. McManus 

Teachers permanent 

4 May Firman 

Oneonta Normal 

5 Merion R. Porter 

Oneonta Normal 

6 Flovi R. Thayer 

Oneonta Normal 

James H. Brooks 

State Normal College 

1 Charlotte B. Clark 

Plattsburg Normal 

2 Christopher H. Maher 

Geneseo Normal 

3 Arthur E. Waterbury 

(Jneonta Normal 

Ira H. Lawton 
Life state 

1 William T. Clark 

Teachers permanent 

2 Frank H. Wallace 

Potsdam Normal 

3 Carlos S. Blood 

Potsdam Normal 

4 P. S. Ault 

Geneseo Normal 



ADDRESS 

Central Valley 

Monroe 

Herkimer 



Angola 
Albion 
Albion, R. 



F. D. I 



Lacona 
Shortsville 
Fulton, R. F. D. 2 
Oswego, R. F. D. 
Minetto 

15 Eleanor St., Sche- 
nectady 
Worcester 

Cooperstown 

Oneonta 



409 Lenox 

Schenectady 
Edmeston 



road, 



Garrison 

Brunswick 

Berlin 

East Schodack 

Nyack 

Hailesboro 
Morristown 
Heuvelton 
Round Lake 



70 



NEW YORK STATE EDUCATION DEPARTMENT 



NO. OF 
COUNTY DISTRICT NAME 

5 Rose M. Libby 

College graduate life — St Law- 
rence 

6 W. S. Herrick 

Potsdam Normal 



Schenectady 
Schoharie 



Schuyler 



Seneca 



Steuben 



7 



Michael A. Hallahan 

Geneseo Normal 



8 Albert J. Fields 

College graduate life — St Law- 
rence 

Saratoga i A. A. Lavery 

College graduate life — Middlebury 

2 Lou Messinger 

State Normal College 

3 Ernest E. Hinman 

Oneonta Normal; Illinois Wesleyan 

4 Ida M. Smith 

State Normal College 



James Wingate 

College graduate life — Union 

1 Leslie A. Tompkins 

Oneonta Normal 

2 Wellington E. Van Wormer 

State Normal College; Union; Uni- 
versity of Pennsylvania 

3 Ralph W. Eldredge 

College graduate professional — 
Cornell 

1 Alberta Spaulding 

Oneonta Normal 

2 Jane M. Haring 

Life state 



1 Alice L. Owen 

Life state 

2 Charles B. Earl 

State Normal College 

1 Levi R. Tubbs 

Life state; State Normal College 

2 Winfred Morrow 

Geneseo Normal 

3 George Horatio Guinnip 

Teachers permanent 

4 Frederick C. Wilcox 

College graduate life — Cornell 

5 Henry M. Brush 

College graduate professional pro- 
visional — Alfred 

6 Guyon J. Carter 

College graduate professional pro- 
visional — Alfred 

7 Joseph G. McConnell 

Life state — Hillsdale 



Colton 

Colton 

Brasher Falls 
Winthrop 

Fort Edward 
Ballston Spa 
Schuylerville 
Saratoga Springs 

Princetown 

Coxsackie 
Middleburg 

Sharon Springs 

Burdette 
Watkins 

Interlaken 
Willard 

Seeley Creek 

Middletown 

Campbell 

Greenwood 

Arkport 

Keuka Park 

Prattsburg 



ELEMENTARY EDUCATION 



71 



COUNTY 

Suffolk 



Sullivan 



Tioga 



NO. OF 
DISTRICT NAME 

1 Charles H. Howell 

Teachers permanent 

2 J. Henry Young 

Lockhaven, Pa., Normal (indorsed) 

3 L. J. Smith 

Geneseo Normal 

I Frederick J. Lewis 
Oneonta Normal 



Tompkins 



Ulster 



Warren 



Washington 



V/ayne 



Charles S. Hick 
Life state 

Emma C. Chase 

State Normal College 

Arthur E. Belden 

Cortland Normal 

M. Delos Goodrich 

Life state 

Harold T. Whittemore 

College graduate professional pro- 
visional — Colgate 

Fred A. Beards! ey 

Cortland Normal 

Hattie K. Buck 

Cortland Normal 

John D. Bigelow 

Life state — Hamilton 

Emily S. Burnett 
Teachers permanent 

John U. Gillette 

New Paltz Normal 

John M. Schoonmaker 
New Paltz Normal 

Wallace J. Andrews 
New Paltz Normal 

Franklin F. Gunn 

College graduate life — Williams 

John R. Sticknev 
Geneseo Normal 

Rose Mi n nick 

Oneonta Normal 

Amelia Blasdell 
Oswego Normal 

Myra L. Ingalsbe 

State Normal College 

Mary A. Potter 

College graduate life — Cornell: 
Teachers College, Columbia 

Francis H. Rich 

College graduate life — Williams 

Helen C. Andrews 
Geneseo Normal 

Ida E. Cosad 

Cortland Normal 

Albert H. McMurray 

Life state 

Robert O. Brundige 

College graduate life — Colgate 



ADDRESS 

Riverhead 
Central Islip 
Lynbrook 

Barryville 
Jeffersonville 
Livingston Manor 

Owego 
Tioga Center 
Spencer 

Trumansburr 

North Lansing 

log Hudson st., 
Ithaca 

Port Ewen 
Port Ewen 
Accord 
Oliverea 

Glens Falls 
Northville 
Glens Falls 

Fort Ann 

Hartford 

Greenwich 

Shnshan 

Lyons 
Wolcott 
Walworth 
Ontario 



72 



NEW YORK STATE EDUCATION DEPARTMENT 



NO. OF 




COUNTY DISTRICT NAME 


Westchester i 


Samuel J. Preston 

Life state — Middlebury 


2 


Charles H. Cheney 

Potsdam Normal 


3 


George H. Cove}^ 
Potsdam Normal 


4 


Robert D. Knapp 

Cortland Normal 



Wyoming 



Yates 



1 John T. McGurren 

Genesee Normal 

2 Ernest D. Jones 

College graduate life — Rutgers 

3 George H. Stratton 

Uswego Normal 

1 Joseph Finton Bullock 

College graduate life — Colgate 

2 Edward P. Corbit 

Brockport Normal 



ADDRES3 

Syracuse 
White Plains 
Katonah 
Katonah 

Hardys 

Wyoming 

Castile 

Penn Yan 
Rushville 



Election of school directors. The successors to the school 
directors elected for a short term in 1910 will be chosen at the 
general election in 191 2. Such directors will be chosen for a period 
of five years and will participate in the selection of district superin- 
tendents in 1916. It is important that there should be chosen high- 
grade men who will sustain efficient superintendents and relieve the 
schools from inefficient superintendents. These directors are to 
be nominated and elected at town meetings held at the time of a 
general election, in the same manner as town officers. The election 
law provides that town officers chosen in the even numbered years, 
at a town meeting held at the time of a general election, shall be 
voted for on a ballot separate from the ballot containing the names 
of candidates for State, county and other officers voted for at such 
election. The year 1912, being an even numbered year, the school 
directors in towns which do not elect town officers should be voted 
for on a separate ballot. In towns which do have their town meet- 
ings at the time of the general election, the naimes of candidates for 
school directors should be printed on the ballot containing the names 
of town officers. This ballot in 1912 must be separate from the 
ballot containing the names of candidates for State and county 
officers. 

In many sections of the State, the local leaders of the political 
parties agreed in 1910 upon the names of candidates for school 
directors and both parties nominated the same candidates. Where 
this action was taken the leading citizens of the town were chosen 
to these positions. When men are chosen in this way, they are 



ELEMENTARY EDUCATION 73 

generally actuated in the performance of their duties by a desire 
to render their constituents the best service possible. It is urgently 
recommended that local political conventions throughout the State 
pursue this policy in the nomination of school directors. 

Political activity of district superintendents. The law creating 
the office of district superintendent clearly intends to divorce com- 
pletely the supervision of the schools from all partisan politics. It 
is not expected that those occupying the office shall engage in any 
form of party politics. A superintendent should always be free to 
exercise his best judgment upon any school question which comes 
before him for determination, without political bias. A superin- 
tendent, therefore, should not do what is generally regarded as 
" work for the party." He should not accept a position as com- 
mitteeman in the organization of a political party. A superintend- 
ent should not pay whiat are generally known as part\- or political 
assessments. He should regard his position as that of an educa- 
tional office and not a political office and he should vigilantly protect 
the office from conserving any purpose except that for which it is 
created, namely, the good of the schools under his supervision. 

SCHOOL COMMISSIONERS 

It was only after a long period of discussion and even of experi- 
mentation in school supervision that the office of school commissioner 
was created. The school act of 1795 and the later and permanent 
act of 1 81 2 provided for local inspection and supervision of schools 
by town officers chosen at town meetings and known as town com- 
missioners and inspectors. This plan was continued until 1841. 
The only local inspection or supervision which the schools received 
during this period was from these officers. Much had been said, 
however, upon the inadequacy and inefficiency of this plan. In 
1839 the State Superintendent of Common Schools was authorized 
by law to appoint citizens in the several counties of the State to 
examine into the condition of the schools in their respective counties 
and to make such recommendations for the improvement of such 
schools as their observations and judgment should warrant. The 
State Superintendent of Common Schools was able to enlist the 
services of leading citizens in all parts of the State and their reports 
formed the bases of action by the Legislature. These reports recog- 
nized the necessity of providing some agency of school supervision 
which would aid in forming a more efifective local school organi- 
zation in the several countrv districts throughout the State, givins' 



74 NEW YORK STATE EDUCATION DEPARTMENT 

greater cohesive power to the general school system and thus making 
it a greater factor in meeting the intellectual needs of the agricul- 
tural communities of the State. 

This general consideration of the needs of the schools resulted 
in the enactment of a law in 1841 creating the office of deputy 
superintendent of common schools. Each county was entitled to 
one deputy and counties having more than two hundred schools 
were entitled to two deputies. These officers were appointed by 
boards of supervisors and received an annual salary of $500. They 
were charged with the duty of inspecting schools and licensing 
teachers. In 1843 the title of the office was changed to that of 
county superintendent of schools. The office existed only six years, 
being abolished in 1847. The town inspectors were abolished in 
1843 and in that year the office of town superintendent was created 
and continued until 1856. It therefore appears that between 1841 
and 1856 the State experimented by trying four plans, namely, 
town inspectors, deputy superintendents of common schools, county 
superintendents and town superintendents. None of these systems 
proved satisfactory but out of these experiments and the discussions 
connected therewith and the public sentiment which was accordingly 
developed, the office of school commissioner was created. 

There was strong opposition to the creation of this office. There 
were about 1000 town superintendents and as that office was abol- 
ished and only 114 offices of greater influence created, these town 
superintendents opposed the law creating the office of school com- 
missioner. The creation of 1 14 officers in that day, at a salarv of 
$500 each, was also an element which questioned the political expedi- 
ency of such legislation. At this time the great body of teachers 
in the State were licensed by the town superintendents. The 
licensing power was to be removed further ^from local influences 
and the feeling prevailed that requirements for teachers would be 
advanced. Large numbers of these teachers opposed the new law. 
Teachers associations in various sections of the State, as well as 
boards of supervisors in several counties, adopted resolutions favor- 
ing the repeal of the law. A bill to repeal the law was introduced 
in the Legislature of 1858 and the whole question of school super- 
vision was referred to the committee on colleges, academies and 
common schools. This committee gave the question careful con- 
sideration and made a comprehensive report adverse to the repeal 
of the measure.! The history relating to the enactment of the law 

^Assembly Documents 1859, vol. 4, no. 176. 



ELEMENTARY EDUCATION 75 

creating the office of school commissioner was therefore repeated 
in the enactment of the law creating- the office of district 
superintendent. 

The office of school commissioner has had an existence of fifty- 
five years and contributed much to the growth and development of 
the public school system of the State. Many of the best features 
of our present system of public education have been put into oper- 
ation during the life of this office. The men and women wdio 
filled these offices rendered vital assistance in the inauguration of 
these educational movements. Among these achievements which 
stand, out prominently in the development of elementary school 
administration in our public school system are : 

1 The enactment of the free school act of 1867 and the abolition 
of the old rate-bill system. 

2 The adoption of a system of examinations which raised the 
educational standard of the requirements for teachers certificates. 

3 The establishment of an effective compulsory education law. 

4 The creation of a policy of giving increased State aid to the 
school system and apportioning State funds on a basis favorable to 
weak districts. 

5 The unification of the educational work of the State under the 
act of 1904. 

In the efforts to accomplish these things the school commissioners 
as an organized body and many of them as individuals gave valuable 
assistance. Among those who have served in this office during the 
last half century are found eminent teachers who have attained 
prominence in the educational work of the country and many others 
who have achieved honorable distinction in various other public 
capacities. This system of supervision did much for the schools 
and the men and women who worked under it should receive the 
gratitude of the State and credit for their achievements. 

Notwithstanding the service which this system has rendered the 
school system of the State, it has outlived its usefulness. This fact 
was recognized by the most efficient commissioners in the State. 
The office was not generally looked upon as a professional school 
position. It was commonly regarded as a political office and filled 
in accordance with the prevailing political customs. The w^orst 
feature was the fact that the idea of partisan politics and political 
methods was unavoidably associated with professional school work. 

The plan did not generally provide men of intellectual or pro- 
fessional qualifications. The law exacted no such qualifications 



76 NEW YORK STATE EDUCATION DEPARTMENT 

from those chosen to these positions. Some of the officers chosen 
were amply qualified but quite as often they did not possess a single 
qualification for the important work of supervising schools. Fur- 
thermore, these officers were not required under the law to give 
their whole time to the performance of their official duties. Many 
of them were actively engaged in other business or professional 
enterprises. Then too each commissioner had on the average one 
hundred schools to supervise. The number of schools and the 
territory over which they extended were too great to enable an 
efficient commissioner, devoting his whole time to the work, to 
give intelligent supervision to his schools. 

In the very nature of this situation a change was inevitable and 
the wonder is that it did not come sooner. The schools which are 
to provide instruction for the half million children living in our 
agricultural sections which possess a wealth of more than one billion 
dollars and produce annually crops of a value of a quarter of a 
billion dollars, are entitled to the same expert, intelligent super- 
vision which the schools of the cities and villages have been receiv- 
ing for many years. The efficient school commissioners gave loyal 
support to the campaign to bring about the new order of things. 
It is gratifying to state that fifty-one of the one hundred fourteen 
former school commissioners possessed the qualifications for district 
superintendent and were chosen to fill such position. Fifty of the 
school commissioners now serving did not meet such qualifications. 

TEACHERS INSTITUTES 

The first teachers institute held in the State of New York was at 
Ithaca in April 1843. In April 191 1, sixty-eight years later, insti- 
tutes were discontinued, it being believed that the time was ripe 
for the use of more efficient means in training and directing the 
efforts of teachers and that little by little the work for which they 
had been instituted had been transferred to other agencies, so that 
they were no longer a necessity in our system of education. 

It is believed that it will be a matter of interest to trace briefly 
their history in our State. It was not until 1847 ^'i^t institutes 
were placed under State control, having been purely private and 
voluntary meetings until that time. For the next fifteen years the 
principal part of the work of the State in the matter of teachers 
institutes was furnishing some financial assistance. At first $60 
was allowed to each countv, and ten vears later this amount was 



ELEMENTARY EDUCATION 'JJ 

doubled. The amount was increased at irregular intervals until the 
State maintained tlie institutes at an annual cost of $5o,(X)0. 

Up to 1885. attendance upon institutes was optional with the 
teachers, and those wdio did attend need not be, and often were not, 
regular in their attendance. In some instances, school commission- 
ers gave certificates to all who attended an institute and it is possible 
that some attended for the purpose of getting the certificate rather 
than for the purpose of instruction. 

In the early days of institutes, the whole or nearly all of the work 
vi^as given up to instruction in subject matter, and teachers attended 
classes in those subjects in which they considered themselves weak 
and were absent at otlier times. The sessions of these institutes 
were two weeks or luore in length, sometimes continuing for six 
or even eight weeks. Tliey were really short-term schools. It 
was quite natural and entirely proper that institutes should have 
assumed that form in the early days. The crying need was a 
knowledge of subject matter. There were no high schools, training 
schools or training classes and for a considerable time only one 
normal school. ( )pportunities for ol)taining knowledge of subject 
matter were not numerous. lUit time changed these conditions. 

Many high schools were established and liefore they were com- 
mon came the union schools, many of which furnished most excel- 
lent opportunities for instruction. That phase of institute work 
had about had its da\ . This l^ecame apjiarent to the institute in- 
structors and they were for a time somewhat at a loss as to what 
to do, and during this period the most jwpular institute worker was 
the one who was most skilful in entertaining his audience. There 
seemed for a time to be but little ])urpose except to amuse. The 
institute workers found themseh'cs. however, in due course of time, 
and the third and last phase of institute work was the discussion 
of principles of pedagogy and their application to the specific work 
of teaching. Institutes once more became popular. But here again 
the ground was gradually cut out from under the work of the insti- 
tutes. Instead of one normal school, there was a dozen. Train- 
ing classes were established in nearly every county in the State and 
often two or three in a county. Many of the cities maintained train- 
ing schools. Both normal schools and training schools and classes 
increased in efificiency. They equipped the village schools with 
principals who knew how to teach, and villages and cities with 
superintendents who understood the principles of education. The 
local schools of the State became more and more efficient. The 



yS NEW YORK STATE EDUCATION DEPARTMENT 

need of the discussion of the principles of teaching at institutes 
grew to be less needed, because of the better training of teachers. 

In 1862 the local authorities were authorized to pay their teachers 
their regular salaries when in attendance upon institutes. Some 
did this but more did not, so in 1885 both attendance upon the part 
of the teachers and payment of their salaries by the local boards, 
were made compulsory. Because of growing opposition to insti- 
tutes, in 1890 union free schools in districts having more than 5000 
inhabitants and employing a superintendent of schools were ex- 
empted from the compulsory closing of their schools for attendance 
upon an institute. 

In the early days of institutes they were usually held in the sum- 
mer or just before the opening of the schools in the fall. This 
called for so many institute instructors at one time that there was 
much difficulty in getting suitable help. This led to a considerable 
extension of the period during which institutes were held, as dates 
would be made earlier or later in order to secure a favorite or 
popular instructor. The appointment of instructors was confirmed 
by the State Superintendent but the confirmation was often a mere 
matter of form and, when the importance of more care in this matter 
became apparent, it led in course of time to the formation of a 
bureau or board of instructors who were paid a yearly salary and 
gave their whole time to the work. Previous to this all institute 
workers were regularly engaged in some other work and gave more 
or less of their spare time or their vacations to institute work. The 
institute board was organised in 1881, four years before attendance 
upon institutes was made compulsory. 

In 1895 graded or sectional institutes were organized, the purpose 
being to provide different instruction for those doing work in differ- 
ent departments. This passed through various phases, the last 
being three sections — one for rural teachers, one for teachers of 
the grades in graded schools, and the third for high school teachers. 
Summer schools or institutes were held for several years and accom- 
plished much for education, but the most of the work that they 
undertook is now being much better done at summer sessions of 
many of the colleges. 

City institutes were begun in 1896 and have grown in popularity. 
Most of the cities of the State have held one or more institutes, some 
of them having an institute each winter. 

With about eight hundred high schools, nearly a hundred training 
schools and training classes, a dozen normal schools, and pedagog- 



ELEMENTARY EDUCATION 79 

ical courses in colleges, the need of discussion of principles of 
teaching in institutes has come to be of less and less importance. 
What is needed is to keep the teachers up to the standard they have 
attained. This is not best done at yearly meetings of institutes but 
at frequent meetings with principals and superintendents. The cities 
and villages are generally well provided with means for doing such 
work. Provision has been made for giving the nn^al teachers the 
same kind of help. 

When progression ceases, deterioration sets in. The institutes 
seem to have reached the limit of their efficiency and the time is ripe 
to step forward in the matter of helping and stimulating teachers. 
Just what is the wisest thing to do can not be fully foretold. The 
way must be carefull\- felt but that it will work out satisfactorily 
is not doubted. 

We say that a teacher should not dO' for her pupils that which 
they can easily do for themselves. It is equally true that the State 
should not do for the teachers what they can easily do for them- 
selves. We are all helped more by what we do than by what we 
hear and if teachers get together and take an active part in their 
associations, they will be greatly strengthened thereby. It is confi- 
dently predicted that the discontinuance of institutes will be fol- 
lowed by greater activity on the part of teachers associations and 
that they will be greatly increased in efficiency. It is also likely 
that training classes will be larger and better and that they will 
provide better trained and a larger number of teachers for the rural 
schools. 

If the district superintendents are to a considerable extent thrown 
upon their own resources, they will be the stronger for it and their 
schools will be better. They will make their districts educational 
units and arouse a greater degree of pride in the local schools than 
has been possible under the old system. There will be felt every- 
W'here a personal responsibility, without which the best work is not 
possible. 

The discontinuance of institutes is not to be construed as being in 
any sense a criticism upon those who have had the work in charge. 
The institute force has always contained some of our best school 
men. Former members of the institute faculty may be found in 
some of the most responsible positions in the educational work of 
the State. The change has not come about as a criticism upon the 
men and women doing the work but because it is believed that the 
system has been worked out and its possibilities achieved. It is 



So NEW YORK STATE EDUCATION DEPARTMENT 

greatly to the credit of those who have planned and carried out the 
work of the institutes that they have continued so long, nearly three 
quarters of a century. The changes in the school system with the 
new demands that were made upon the institutes were effectively 
met but, as time has gone on, one agency after another has 
come into existence, each doing some part of the work that 
institutes were organized to do. The last change is the establish- 
ment of district superintendents, who must be school men and who 
must give all their time to the work of directing and supervising 
the work of the teachers of the rural schools. This and other agen- 
cies ought, and it is believed will, so efficiently and satisfactorily 
perform the work which the institutes have heretofore done that 
there will be no further need of the latter. 

REMOVAL OF SCHOOL COMMISSIONER WOODWARD 

At the general election in 1908, William H. Woodward was 
elected school commissioner in the third commissioner district of 
Albany county and assumed the duties of that office January i. 1909. 
On November 20, 1909, the Commissioner of Education made an 
order directing Mr Woodward to appear before him on November 
30, 1909, to show cause why he should not be removed from office. 
This order was based upon Mr Woodward's failure to file with the 
Education Department his annual statistical report, his report of 
teachers employed, monthly attendance reports, school libraries 
reports, inspection reports, a list of attendance officers, and his fail- 
ure generally to reply to communications written to him by Depart- 
ment officials and to furnish such information in relation to the 
schools of his district as the law required. Twenty or more com- 
munications written to Mr Woodward by assistant commissioners 
and chiefs of divisions were given no attention whatever. Mr Wood- 
ward had previously served as school commissioner for a term of 
three years. It was reasonable to believe that he knew the im- 
portance of the reports required and of the information requested 
through these letters. He certainly should have been familiar with 
the ordinary rule of courtesy which obligated him to honor official 
communications by at least acknowledging them and replying 
thereto in some form. His whole conduct in the matter therefore 
put him in the attitude of wilfully failing to perform duties which 
the law and the Department regulations imposed upon him. The 
law specifically provides that a school commissioner is subject to 
the penalty of removal for wilful violation of law or Department 
regulations. 



ELEMENTARY EDUCATION Ol 

Mr Woodward made return to the order on November 30th by 
appearing in person. He was informed of his neglect of official duty 
and was also informed that he had the privilege of making such 
explanations in the matter as he desired. His explanations were 
then made. Thereafter the Commissioner of Education made an 
order on December ist removing him from office. 

Air Woodward then made application to the Supreme Court for a 
writ of certiorari to review the action of the Commissioner of Edu- 
cation in the removal proceeding. Two important questions were 
raised in the certiorari proceeding which were finally determined 
by the Court of Appeals. The attorneys for Mr Woodward, Ains- 
worth and Sullivan, contended that the removal proceeding before 
the Commissioner of Education was illegal and that such Commis- 
sioner acted without jurisdiction. They claimed that Mr Wood- 
ward was entitled under the law to a formal trial to hear all evi- 
dence and explain the same and an opportunity to offer any 
necessary and proper defense. In making his return to the writ of 
certiorari, the Commissioner of Education included the letters 
written by Department officials calling upon Mr Woodward re- 
peatedly to make certain reports which he had failed to file. Mr 
Woodward's attorneys contended that as these letters and other offi- 
cial records were not all actually produced at the hearing before the 
Commissioner of Education and formally made a part of the record 
of such hearing, they were improperly included in the return and 
should be stricken out. The}- accordingly made a motion to strike 
out such portions of the return made by the Commissioner of Edu- 
cation. This motion was argued before Justice Le Boeuf. The argu- 
ments on this motion raised both questions as to the sufficiency of 
the hearing given by the Commissioner of Education and the right 
of that officer to include in his return the letters and official records 
to which reference has been made. Justice Le Boeuf in his de- 
cision sustained the Commissioner of Education on both proposi- 
tions. The court distinctly held that the Commissioner of Education 
possessed power under the law to remove a school commissioner 
when it was proved to his satisfaction that such officer had been 
guilty of wilful violation of law or of Department regulations and 
to take such action without notice and hearing. 

Upon the right of the Commissioner of Education to include the 
letters and official records in his return the Court held : 

In the course of the management of his Department, the Commis- 
sioner of Education was in close touch with the school commis- 
sioner. His acts and omissions became matters of record in that 



82 NEW YORK STATE EDUCATION DEPARTMENT 

Department. A court in determining a matter may take judicial 
notice of its own records. 

It has also been held that a court may examine its own records 
and minutes to see what has been done by it in other proceedings 
involving the same questions between parties in the pending action. 

The test of the statute was that the relator should be proven 
guilty of the offenses or neglects in the statutes stated, to the 
satisfaction of the Commissioner. This left to the Commissioner 
discretion as well in determining the matters which should be con- 
sidered in reaching that determination. No mode of inquiry was 
prescribed by the statute, and the Commissioner could exercise 
discretion in determining the method of inquiry. The school com- 
missioner performed his duties under the direct personal supervision 
and direction of the Department of which the Commissioner was the 
head; and its very records contained a history, officially compiled, 
of his conduct of that office — indeed, contained his own admissions 
as to the manner in which he was carrying it on. It is difficult to 
understand what more satisfactory test than an examination of the 
records of this Department could be employed to determine whether 
or not he has been guilty of a wilful violation of the Education Law, 
or the regulations of the Department which he was bound to obey. 
The respondent was justified in considering those records, apart 
entirely from the rule as to appeals objected to in paragraph twenty- 
third of the return, though that rule by its terms refers to the 
determination of an appeal, and the action of the Commissioner in 
this case is not the determination of an appeal. The fact that the 
Commissioner in this case assimilated the practice in the removal 
of the relator to the practice applicable to appeals does not in this 
case where notice and hearing were not required make his action 
in that regard the subject of proper criticism on this subject. 

Presiding Justice Smith wrote the opinion of the Appellate 
Division. This court, agreeing in the opinion of Justice Le Boeuf. 
also held that the Commissioner of Education could remove a school 
commissioner without notice and trial and upon the question of fact 
in the case held as follows : 

Upon the question of fact, we can not say tliat the conclusion of 
the respondent was unwarranted. While upon certain charges we 
might have doubt as to whether the facts indicated wilful negligence 
on the part of the relator, from the record as a whole we find 
abundant support for a finding of such wilful disregard of his 
duties as school commissioner as to seriously embarrass the adminis- 
tration of the Education Department, and to become intolerable to 
a superior depending upon his cooperation. We conclude, therefore, 
that the determination should be affirmed, with fifty dollars costs 
and disbursements. 



ELEMENTARY EDUCATION 83 

Mr Woodward then took an appeal to the Court of Appeals and 
that court affirmed the decision of the Appellate Division without 
opinion. 

THE FORCE AND EFFECT OF LIFE STATE CERTIFICATES 
AND NORMAL SCHOOL DIPLOMAS AS DETERMINED BY 
THE COURT OF APPEALS IN THE STEINSON CASE 

The proceeding instituted in the Supreme Court to determine the 
constitutionality of the rural supervision law raises the question as 
to whether or not a life state certificate is a valid license to teach 
in any public school of the State and, as such question has been de- 
termined by the Court of Appeals in the Steinson case, it has seemed 
wise to give a review of that case in this report and thus bring a 
knowledge thereof within the reach of the teachers and school offi- 
cers of the State. 

The State Superintendent of Common Schools was given in 1843 
the authority to issue a life state certificate. The issuance of the 
same kind of certificate was continued under the act of 1854 which 
created the office of State Superintendent of Public Instruction. 
From 1843 to 1875 this certificate was issued without examination 
and about three thousand of such certificates were issued. These 
certificates were first granted to persons who had achieved reputa- 
tions as teachers but the number constantly increased and such cer- 
tificates were often issued upon the recommendation of persons of 
influence and without special reference to the teaching ability and 
the educational attainments of the persons receiving them. To pre- 
vent this abuse in the issuance of such certificates the law was 
amended in 1875 by providing that thereafter the life state certifi- 
cate should be issued upon examination only. 

On July 16, 1883, a life state certificate was issued by the State 
Superintendent of Public Instruction to Mr George Steinson of 
Ridgewood, Queens county. Mr Steinson thereafter received a pro- 
visional certificate issued by Superintendent Jasper of New York 
which was valid in that city only. He became a teacher in grammar 
school no. 29 in the city of New York in the year 1887 and taught 
therein until March 12, 1890. Superintendent Jasper claimed that 
he had renewed Mr Steinson's provisional certificate from time to 
time but refused to renew it after March 12, 1890, and that Stein- 
son was not thereafter legally licensed to teach in New York City 
notwithstanding the fact that he held a life state certificate. Stein- 
son claimed that he held a life state certificate properly issued by 
the State Superintendent of Public Instruction which, under the 



84 NEW YORK STATE EDUCATION DEPARTMENT 

law, was a license to teach in any public school in the State and that 
he was therefore legally licensed to teach in the schools of New 
York City under the contract of employment which he held with the 
proper authorities of that city. Under these conditions Steinson was 
prohibited by Superintendent Jasper of New York City from ren- 
dering further services as a teacher in such city. 

Mr Steinson then brought an appeal from the action of Superin- 
tendent Jasper, under the provisions of the consolidated school act, 
to the Superintendent of Public Instruction. On July 15, 1890, the 
State Superintendent of Public Instruction decided such appeal. In 
the decision, the Superintendent clearly distinguished between a 
license to teach and an appointment to teach. He held : 

A state certificate is ample authority to the holder to teach in the 
city of New York although the board of education of that city may 
exact a further examination as a condition precedent to employment. 

A teacher in New York City holding a state certificate can only 
be removed from his position by a revocation of his certificate by 
competent authority or by action of the board of education. 

He further held that Mr Steinson was being " unlawfully deprived 
of his position as a teacher in grammar school no. 29, and that he 
now stands entitled to exercise the functious and receive the emolu- 
ments of such position." (Decision 3885, page 109, Annual Report 
1891.) 

Steinson thereafter made application to the Supreme Court for a 
mandamus to compel the board of education to pay his salary. On 
January 6, 1891, Mr Justice Beach denied such application. In 
his opinion Justice Beach distinctly held that Steinson should 
hold a license to teach issued by the city superintendent. He said : 

It is necessary under the consolidated act that the relator should 
hold a license to teach issued by the city superintendent. The one 
held by him expired March 12, 1890. and was not renewed. He 
thus became discjualified and his employment terminated. The 
granting of a license seems to be discretionary with the city superin- 
tendent, and the court will not interfere with the lawful exercise 
of that discretion. The decision of the State Superintendent is 
based upon his opinion that the license held by relator was sufficient 
in that behalf. Such an opinion is in direct conflict with the special 
laws applicable to the city of New York and can not be concurred in. 

An appeal from this decision was taken to the General Term and 
that court affirmed the decision of Justice Beach. The General 
Term, however, did not discuss or pass upon the question as to 
whether a life state certificate was a license to teach in New York 



ELEMENTARY EDUCATION 85 

City. The General Term held that Steinson was ' seeking redress 
through, a wrong court proceeding; that his claim was simply a 
common-law demand for the payment of his salary and that ina>i- 
daimis to collect a salary or debt will not lie. The court held that, 
on Steinson's own statement, he had adequate and complete remedy 
by action and that the rule is well settled that mandamus will lie only 
when a party has no other means of protecting his rights. This case 
reached the Court of Appeals and in 1895 that court affirmed with- 
out opinion the decision of the General Term. The Court of 
Appeals expressed no opinion in this case upon the validity of a state 
certificate as a license to teach in the city of New York. This court 
decided the case as the General Term had, solely upon questions of 
proper legal remedies and procedure (60 Hun 486; affirmed 148 
N. Y. 766). 

It also apears from the record in this case, that Steinson made a 
second application to Justice Freedman of the Supreme Court, in 
December 1893. for a mandamus, after Justice Beach denied his first 
application. This application was also denied by Justice Freedman. 

It further appears that, after the Court of Appeals had held that 
the proceeding to collect his salary by mandamus was improper, 
Steinson made another application to Justice Russell of the Supreme 
Court, in September 1896, for a mandanms to compel the board of 
education to reinstate him. This application was denied by Justice 
Russell on the ground that Steinson was guilty of laches as he had 
not instituted the proceeding for reinstatement w^ithin a reasonable 
period of time after he was dismissed. He was dismissed in March 
1890 and did not bring this proceeding until September 1896. The 
court further held that Steinson's employment ceased when his pro- 
visional certificate issued by Superintendent Jas]')er expired. In pro- 
ceedings involving, Steinson's life state certificate, three Supreme 
Court justices had therefore held in effect that such certificate was 
not a license to teach in any public school of the State. 

Steinson took an appeal from the decision of Justice Russell to 
the Appellate Division. The Appellate Division affirmed the de- 
cision of Justice Russell and distinctly held that Steinson had been 
guilty of laches. The language of the court is " that persistence in 
the prosecution of a fruitless proceeding in defiance of decisions of 
the courts, can not be held to excuse delay in the prosecution of a 
proper proceeding." 

This court further held that the more appropriate remedy to test 
the validity of Steinson's claim was by action of debt to recover the 



86 NEW YORK STATE EDUCATION DEPARTMENT 

salary claimed. This decision was afifirmed by the Court of Appeals 
in 1899 (20 App. Div. 452; affirmed 158 N. Y. 125). 

From the foregoing review of this unusual proceeding, it will be 
seen that Mr Steinson had prosecuted his case in two different pro- 
ceedings from the Supreme Court to the Court of Appeals and the 
real question in the case had not yet been determined. The fault 
was due to Mr Steinson or his attorneys. The courts had repeatedly 
pointed out to him his proper relief and now, after a period of nine 
years' litigation, he instituted another proceeding in the Supreme 
Court. He brought an action in the Trial Court to collect his salary. 
It is interesting to note that the real question in this case was 
zvhether his life state certificate issued by the State Superintendent 
of Public Instruction zms a valid license to teach in the city of New 
York. The State Superintendent had held that it was. If the courts 
sustained this viezv, Steinson' s claim zvas binding upon the city. 

In June 1899, Justice McAdam rendered a decision in Steinson's 
latest proceeding to colkct his salary. Justice McAdam simply re- 
cited the various proceedings instituted and quoted from the opin- 
ions of the courts on certain issues raised in the case. He then stated 
that, as Justices Beach, Freedman and Russell had each expressed an 
opinion that Steinson's employment ceased on the expiration of his 
provisional license and that Steinson therefore had no grievance 
requiring redress, the Trial Court was constrained to follow the 
views expressed by his three learned fellow jurists (127 Misc. 687). 
Steinson was again beaten and on a vital question in the proceeding 
which the higher courts had stated would be the proper one for a 
determination of his case. 

His courage, however, was undaunted for he took an appeal to 
the Appellate Division and that court in March 1900 gave Mr Stein- 
son the first favorable decision which he had received in his long, dis- 
couraging period of ten years of litigation. The court reversed the 
decision of the Trial Term and ordered a new trial. The prevailing: 
opinion in this case was written by Justice Rumsey. His views upon 
the real question in interest are so clear and emphatic that I quote 
that portion of his opinion relating to the validity of a life state cer- 
tificate as a license to teach in the public schools of New York City. 
Justice Rumsey said : 

But although the plaintiff had no city license at the time the city 
employment began, yet his employment was, in our judgment, valid. 
He did have a certificate from the State Superintendent of Public 
Instruction, which, by the statute, is " conclusive evidence that the 
person to whom it was granted is qualified by moral character," 



ELEMENTARY EDUCATION 8/ 

learning and ability to teach any common school in the State 
(Laws of 1864, chap. 555, tit. i, sec. 15, as amended by Laws of 
1888, chap. 331). That certificate was sufficient to authorize the 
board of ward trustees to employ him as a teacher, if they saw fit 
to do so. The schools of the city are subject to the general statutes 
of the State (Consol. Act, sec. 1022), and in the absence of some 
statutory authority, the city officials have no power to limit the 
effect of the certificate granted by the State Superintendent. When 
one bearing that certificate presents himself to the board of ward 
trustees, they alone have the power to employ him (sec. 1035, 
subd. 2), and they are at liberty to employ him if they see fit. it 
is not intended to say that they are compelled to employ him because 
he has such a certificate. They may, of course, apply such tests as 
they wish and examine him as they see fit, but if he has such a certi- 
ficate the ward trustees have the right to hire him without his secur- 
ing any other certificate, and such hiring is good and binding, being 
within their power to make. The power given to the board of 
education to issue licenses does not authorize it, in our judgment, 
to limit the effect given by the statute to the certificate of the State 
Superintendent. The power has the full effect which ought to be 
given to it if it is construed to authorize them to grant licenses to 
persons who have no certificate from the State Superintendent of 
Public Instruction, in analogy to the like power given to the school 
commissioners of the several counties of the State (Laws of 1864, 
chap. 555, tit. 2, sec. 13, subd. 5). It is well known that certificates 
are granted by the State Superintendent only after the strictest 
examination, and there is every reason why such a certificate should 
afford the holder of it ample evidence that he is qualified to teach 
in the common schools, as the law prescribes that it shall. 

The fact, therefore, that the so-called provisional license expired 
in March 1890, had no effect whatever on the status of the plaintiff 
as a teacher or upon his contract with the ward trvistees. Not only 
is this so in principle, but it has been so adjudicated by the State 
Superintendent of Public Instruction. It appears that when the 
plaintiff presented himself to teach after the 12th of March 1890, 
the principal of the school where he was employed refused to admit 
him in compliance with the direction of the city superintendent, 
and from that action he took an appeal to the State Superintendent 
of Public Instruction which is set forth at length in the case. That 
was done in accordance with the express provisions of section 1039 
of the consolidation act, which provides that appeals from the acts 
and decisions of the city superintendents may be made to the State 
Superintendent in the same manner and with the like effect as in 
cases now provided by law. 

The Staie Superintendent, therefore, had jurisdiction of this 
appeal, and his determination is final and conclusive. That deter- 
mination was set forth in the record, and it is to the effect that, 
although the provisional license was stated to have expired on the 
1 2th of March 1890, the relator was qualified by reason of his holding 



(50 NEW YORK STATE EDUCATION DEPARTMENT 

a certificate from the State Superintendent to teach in the common 
schools, and that he could not be removed by the act of the city 
superintendent in refusing to renew his provisional license. (49 
App. Div. 143) 

This opinion was concurred in by Justice McLaughlin. Justice 
Barrett concurred in the verdict of a reversal of the trial court and 
the order for a new trial. He reached his conclusions without 
passing upon the question as to the validity of a state certificate in 
New York City. Justice Ingraham held that the license required 
under the local act governing the schools of New York City was 
essential to Steinson's employment. Justice Van Brunt concurred 
in this opinion. 

The board of education of the city of New York then appealed 
from the decision of the Appellate Division to the Court of Appeals. 
That court in an opinion written by Justice Landon and concurred 
in by all other judges affirmed the decision of the Appellate 
Division. Thus the final judicial authority of the State held that a 
life state certificate is a license to teach in any public school of the 
State and in so doing fully sustained the opinion written by State 
Superintendent Draper in 1890. 

The opinion of the Court of Appeals is as follows : 

The plaintiff was not an officer, but an employee. His employ- 
ment was contractual, and his proper remedy is by action. Alan- 
damus would not lie as of strict right, and might be refused in the 
discretion of the court; hence the former denial of that remedy 
does not bar the present action. 

His state certificate was conclusive evidence of his qualifications 
to teach, and hence his employment, without more, was authorized. 

His provisional certificate had expired before he was employed. 
The Appellate Division, in reversing upon the facts, is presumed 
to have held upon the conflicting evidence that it was not renewed. 
If it had been renewed, the only effect that could be given to it, in 
view of his having a state certificate, would be to support the 
inference that he had contracted for employment with reference to 
its limited term. This inference is not here permissible. 

The plaintiff's employment was subject to no other limit of time 
than the power of removal for cause, vested in the defendant and 
its officers, and the power of the State Superintendent to revoke his 
state license. The plaintiff was discharged without right or cause 
and is entitled to recover. 

The appeal might be dismissed, but as we do not think a new 
trinl, ])ursuant to the order of the Appellate Division, necessary, we 
conclude to affirm, thus giving eff'ect to the defendant's stipulation 
for judgment absolute. 

The order should be affirmed, and judQ-ment absolute ordered for 
plaintiff on the stipulation, with costs. (165 N. Y. 431). 



ELEMENTARY EDUCATION 89 

STATE NORMAL SCHOOLS 

New building for Potsdam, The Legislature of 1911 passed 
a bill authorizing the construction of a new building for the Pots- 
dam State Normal School at an expenditure of $225,000. This bill 
received executive approval. The new building is to be erected on 
the site where the original building now stands. The old building 
has been unfit for use for many years and the action of the State's 
representatives in authorizing contracts for a new building is not 
only gratifying to the friends of the school but will make the school 
a more vital force in preparing teachers for the schools of the State. 
The institution has one building which was erected a few years ago 
and the construction of this one will give the Potsdam school an 
equipment to which its long and distinguished service to the State 
entitles it. The law authorizing this new building carries no appro- 
priation. The State Architect is authorized to prepare plans and 
specifications and the Commissioner of Education to award con- 
tracts. The Legislature of 191 2, therefore, will be expected to make 
the necessary appropriation. 

Oswego — new building; fiftieth anniversary. The work of 
construction on the new building for the Oswego State Normal 
School is progressing in a satisfactory manner. The building will 
be completed in time for occupancy at the opening of the September 
term of 1912. The new building is located upon a beautiful campus 
bordering upon the shores of Lake Ontario. The site includes about 
twenty-five acres and was the homestead of Dr Edward A. Sheldon 
who served as principal of the school from its organization until his 
death in 1897. The building will therefore stand as a suitable me- 
morial to his name and work. It is a plain, substantial, imposing 
structure. With a reasonable expenditure, the site may be graded 
in a manner which will make the building and grounds one of the 
finest normal school plants in the country. The law authorizing this 
new building provides that the old building shall be sold when the 
school vacates it. Funds will be required for grading and 
walks and also for furnishings for the new building. It is therefore 
recommended that the Legislature authorize the Commissioner of 
Education to use the proceeds derived from the sale of this old 
building for the purchase of necessary furniture for the new build- 
ing and for grading the grounds, laying walks, etc. 

In June last, this school celebrated its fiftieth anniversary. About 
one thousand of the former graduates of the institution attended 
the anniversary exercises. In this number were teachers and super- 



90 NEW YORK STATE EDUCATION DEPARTMENT 

intendents representing the school systems of many states and of 
many of the large cities of the country. The records show that the 
school has graduated over thirty-four hundred students and that a 
large number of these are teaching today in the public schools of 
cur State. This is a record highly creditable to the institution and 
gratifying to the State. 

Buffalo's needs. The Legislature of 1910 passed a bill pro- 
viding that plans and specifications be prepared for a new building 
for the Buffalo school and authorizing the Commissioner of Educa- 
tion to award contracts for the same at an expenditure not to exceed 
$400,000. Governor Hughes, after making a careful examination 
into the necessities of the case, approved the bill. The State Archi- 
tect has prepared plans and specifications for a building whose 
erection in the city of Buffalo would be a credit to the State. This 
school was established in 1867. The State did not invest one dollar 
in the original cost of the building, site and equipment of this insti- 
tution. The entire expense was paid by the city of Buffalo and the 
county of Erie. The site includes an entire block and is located in 
the central portion of the best residential section of the city. The 
growth of this citv in population and commercial enterprises has 
caused such an increase in the value of real estate that the site of 
this building alone, the title to which is now vested in the State, is 
worth at least $300,000 and has never cost the State one cent. The 
old building is unfit for use. It is even unsanitary. Portions of 
the building recently settled to such an extent that representatives 
of the State Architect's office reported that it was not safe to 
occupy such portions until temporary repairs were made. This 
portion of the building has been temporarily repaired and shored up 
under the supervision of an inspector from the State Architect's 
office and at an expense of nearly $1000. A bill appropriating 
$100,000 to begin the construction of this new building passed the 
last Legislature. The Governor vetoed this bill upon the ground 
that the condition of the State treasury would not at present war- 
rant further appropriations for new construction. In view of all the 
facts above stated this action is most unfortunate for the interests 
of the school. The Buffalo institution is one of the largest normal 
schools in the State. It has sent out 2676 graduates to become 
teachers in the public schools of the State. There is at present an 
enrolment in this school of more than 400 students. Unless the 
State can see its way clear to begin construction of this school at an 
earlv date the educational interests of the State will suffer. It will 



ELEMENTARY EDUCATION 



91 



soon be necessary to abandon portions of the present building for 
school use. 

Retirement of deserving teachers. The first employees of the 
State to be retired with annuities under a general law were seven 
teachers employed in State normal schools. These teachers were 
retired under the provisions of the retirement act of 19 10 relating: 
to teachers employed in State institutions. The following table will 
give full information as to the service which these teachers rendered 
the State and the annuities which they will receive : 









YEARS 




NAME 


SCHOOL EM- 
PLOYED IN 


AGE 


OF 
SERVICE 


ANNUITY 


Mary Prentice Rhodes 


Brockport 


63 


42 


$600 


William H. Lennon 


Brockport 


73 


51 


750 


Sara A. Saunders 


Brockport 


62 


42 


550 


Isabella Gibson^ 


Buffalo 


68 


40 


700 


Clara E. Booth 


Cortland 


7^ 


41 


550 


Amanda P. Funnel! e 


Oswego 


69 


47 


750 


Edward A. Parks 


Plattsburg 


60 


33 


750 



Summer sessions. The State normal schools could be utilized 
in conducting summer schools so that they could render a great 
service to the teachers of the State. Several superintendents have 
requested the Education Department to take such action as will lead 
to the organization of these schools. There are a large number of 
progressive teachers in the State who desire the facilities for profes- 
sional study during the summer vacations. The salaries of many 
are so small and the demands upon them so great that the pay- 
ment of even a small tuition is sufficient cause to prevent their 
attendance at a school where tuition is charged. These teachers 
must teach during the year and their only opportunity for study is 
during the vacation period. Many teachers who have completed a- 
normal or other professional course desire the privilege of study 
from year to year. They desire to keep abreast of the times and to 
become fainiliar with modern ideas of public education and the best 
methods of teaching. Some of the cities of the State require their 
teachers to take a summer course within a certain number of years. 
In some cities the school authorities increase the salaries of those 
teachers who take a summer course in an institution of recognized 
standing. The State already has the plant with proper equipment 
for operation. An improvement in the efficiency of the schools 



1 Died September 27, 191 1 



92 NEW YORK STATE EDUCATION DEPARTMENT 

would follow. One school might be conducted during the sum- 
mer of 1912. This school could be maintained at a small expendi- 
ture. If the enterprise proved to meet a real need in the teaching 
service of the State and one of these schools was not adequate to 
demands, others could be established from year to year as the neces- 
j.ities required. The State could thereby extend to all her teachers 
tlie opportunity better to equip themselves for the service which is 
required from them. It is therefore urgently recommended that an 
appropriation of $4000 be made for conducting a summer session in 
one of the State normal schools during the summer of 1912. Other 
states are pursuing this plan and the obligation rests upon our State 
to provide all facilities for meeting the demands of our teachers to 
prepare themselves for better service in the schoolroom. 

Special courses. The policy of the State in organizing in the 
State normal schools special courses for training special teachers 
for the elementary schools is taking proper form. Satisfactory 
courses are maintained as follows : Buffalo, mechanical drawing, 
irachine shop practice, printing, patternmaking, joiner}- and cabinet 
work, cookery, sewing and millinery ; Cortland, agriculture ; Fre- 
donia, music, drawing ; Geneseo, teacher-librarian ; Oswego, manual 
arus ; Plattsburg, commercial ; Potsdam, music, drawing. 

Attendance. There is an increased attendance upon the nor- 
mal departments of all the State normal schools, which are now 
filled nearly to the limit of their capacity. They are supplying our 
elementary schools with about one thousand trained teachers 
annually. 

TEACHERS TRAINING CLASSES 

Training classes were maintained last year in ninety of the high 
schools of the State. The attendance upon these classes exceeded 
1300 and 1 1 56 completed the work and received certificates author- 
izing them to teach in the rural schools. Less than 200 of those who 
entered these classes satisfactorily completed the course in one 
year. Those who failed to complete the course were generally ad- 
mitted to the classes on condition. They were not able, therefore, 
to do the regular training class work and at the same time make up 
conditions for entrance requirements. This emphasizes the fact 
that candidates for admission to these classes should fully satisfy 
all entrance requirements and should not be admitted on condition. 

The requirements for admission to these classes are now too low. 
We shall not be able to obtain the teachers desired for the country 
schools until a higher standard of qualifications is prescribed for 



ELEMENTARY EDUCATION 93 

admission to the training classes. There is some doubt, however, 
as to the advisabiHty of raising the entrance requirements at present. 
We must, however, be gradually working toward a higher standard 
of admission and with the object in mind of ultimately prescribing 
the completion of an approved four-year high school course as an 
entrance requirement. Conditions lead us to express the belief that 
this may be done. ( )ne-third of the pupils now entering these 
classes meet this requirement. It is ])elieved that the issuance of a 
two-year certificate valid in schools not maintaining academic de- 
partments and issued to those who have obtained a Regents aca- 
demic di]3loma wnll soon add considerably to the number of high 
school graduates who enter training classes. Over one thousand 
teachers holding this certificate were employed in the rural schools 
last year. Another thousand may be employed during the ensuing 
year. Thereafter about one thousand annually of this class of 
teachers will be without teachers certificates but they will have had 
two years" experience in teaching. If these teachers could be in- 
duced to enter a training class and take one year's professional 
training, they would possess a fine equipment for teaching in the 
country schools. The attention of those who enter upon the work of 
district superintendents on January ist next is directed to these 
conditions in the hope that they may be able to give this matter atten- 
tion and be serviceable to the training classes in their respective 
districts by inducing such teachers to enter the classes. 

The action of the State in increasing the amount paid to schools 
which maintain training classes from $500 to $700 has resulted in 
raising the salaries of training class teachers. The salaries of these 
teachers now appear to be sufficient to enable us to raise the qualifi- 
cations for teachers employed to instruct these classes. Under 
present regulations, teachers of only three years' experience may 
be employed to instruct training classes. The training class work 
would be improved in many cases if teachers of greater experience 
were employed. It would seem, reasonable, therefore, to modify 
this rule by prescribing five, years as the minimum experience in 
teaching which will be accepted for a teacher of a training class. 

The majority of tlie training class teachers appear to be of the 
opinion that the time which is given to the study of history of edu- 
cation in the training class is not devoted to the greatest advantage 
that it might be. We share this opinion with these teachers. The 
studv of the history of educatioin has its value in the proper place 
but the time devoted to this subject might well be given to the study 



94 I^'EW YORK STATE EDUCATION DEPARTMENT 

of English or divided between English and drawing. These two 
subjects appear to be the ones in which training class pupils have 
the poorest equipment. Those members of training classes who are 
not high school graduates or who have not done considerable work 
in high schools have given but little attention to the subject of 
English. Their attention has been given almost solely to the study 
of formal English grammar and they possess very little knowledge 
of the great field of English literature. It is not possible to give 
these pupils a very broad knowledge of the subject of English in the 
twenty weeks which is devoted to its study in the training class. 
If they could continue the study of this subject for the entire year, 
it would undoubtedly be of more service to them than to devote a 
portion of this time to the study of history of education. 

It is recommended, therefore, that the minimum experience of a 
teacher employed to instruct a training class be changed from three 
to five years and that the subject of history of education be elimi- 
nated from the training class course and the time now devoted to 
the study of that subject be given to the study of English. 

REGENTS PREACADEMIC EXAMINATIONS 
Regents examinations in preacademic subjects were first given 
in November 1866. One of the main purposes of these examina- 
tions was to furnish a standard for the apportionment of the litera- 
ture fund among the academies. This purpose of such examinations 
no longer exists. Previous to February 1870, all papers written on 
these subjects which were claimed by the authorities of the acad- 
emies were accepted by the Regents office. From February 1870 
to January 1906, all papers written on these subjects were forwarded 
to the State Department and rerated under the direction of tha 
Regents. In January 1906, the policy of rating these papers was 
again modified and practically the same plan which was in operation 
between November 1866 and February 1870 was adopted. In the 
present plan, however, the Department exercises the right to call 
from schools the papers which such schools have rated and to rerate 
and adjust the marking. 

The main purpose which it is claimed these examinations now 
serve is to test the efficiency and thoroughness of the teaching. It 
is doubtless true that these examinations do serve as a stimulus to 
better teaching. There are also other advantages in the system. 
There are on the other hand objections to constantly holding over 
the children of the tender ages of those in the seventh and eighth 



ELEMENTARY EDL'CATION 95 

grades the fear of an examination. It is immaterial whether the 
papers written in such examination are rated by the teachers in the 
school or by the examiners at Albany. The effect upon the child 
is much the same. Is it not possible to relieve the child of this 
imnecessary worry and strain and provide other means of stimulat- 
ing teachers to more thorough teaching? This question has an 
important bearing upon the educational interests of the State. No 
action is contemplated until there is a well-crystallized sentiment 
among the leading educators of the State as to what the wisest 
policy shall be. It seems advisable to hold before the pupils in the 
elementary schools the possibility of obtaining a certificate to be 
issued to them by State authority on the completion of an element- 
ary course of instruction approved by the State. Would the standard 
of school work be lowered if the pupil's right to this certificate 
should be determined by his teachers on his classroom work? 
These are questions to which the teachers and superintendents of 
the State are requested to give careful thought to the end that we 
may reach right conclusions after deliberate and sober judgment 
has been expressed. The views of those interested in the question 
will be cordially received. 

SYLLABUS FOR ELEMENTARY SCHOOLS 

The present Syllabus for Elementary Schools was prepared to 
meet the various conditions which exist in the different sections of 
the State. It was not prepared, as some of the teachers and super- 
intendents apparently have assumed, to require all of the schools 
of the State to teach the same subjects at the same time. It was 
not intended that all the schools of the State should even attempt 
to teach all of the subjects outlined in the syllabus. In submitting 
the syllabus in the annual report one year ago, it was distinctly 
stated that all schools could not immediately adopt the entire sylla- 
bus. The further statement was made that all schools in the State 
would not be expected to undertake to carry out all the courses 
suggested in the syllabus. The reasons why the conditions were so 
regarded were clearly pointed out. 

It is believed that the work of the first six years outlined in the 
svllabus conforms to what is regarded to be the best judgment of 
the dav on what should be included in the curriculum of the first 
six years in our elementary schools. It is believed that this six- 
year elementary course may be adopted at once in every school in 
the State and that such action would prove advantageous to edu- 



96 NEW YORK STATE EDUCATION DEPARTMENT 

cational interests. The intermediate course outlined in the S3dlabus 
and covering the work of the seventh and eighth years could not 
be adopted in its entirety in all the schools of the State or even in 
the school system of all the cities of the State at the present time, 
without proving disadvantageous to educational interests. The 
Education Department has advised the school authorities in many 
parts of the State not to undertake to do certain work suggested in 
the syllabus because their local conditions at present render it 
impossible to do such work satisfactorily. The work for these two 
years has been so arranged, however, that any school in the State 
or the school authorities of any city may select from the courses 
suggested the work which is best adapted to meet their local con- 
ditions. It will be a considerable time before the school systems of 
all the cities or of the villages of five thousand population or more 
will be in a position to undertake to give all the courses suggested 
in the syllabus. The schools are expected to attempt to give only 
those courses which the conditions in the community demand and 
which the faculty with the equipment can intelligently present. 

When the Commissioner of Education announced that this sylla- 
bus would be prepared and stated the general foundation upon 
which it would be constructed, he distinctly declared that not a 
single school district or city in the State would be forced to accept 
it. In all official statements which have been made by the Educa- 
tion Department, it has been clearly announced that each school in 
the State could act upon its own wishes in accepting such syllabus. 
The schools have understood that they could adopt the new syllabus, 
continue to work under the old one. or substitute such other as, in 
their judgment, should appear wise. There has been a rigid adher- 
ence to this policy and the schools have exercised their discretion in 
the matter. 

The syllabus has now been in operation one school year. The 
results of that year are most gratifying. The syllabus has very 
generally been accepted. Many of the cities and villages report 
that they are using the syllabus in its entirety and giving all the 
courses which the syllabus suggests. The entire work in many 
others is based upon the courses suggested by the syllabus. The 
general trend of the work in the schools of the State is toward 
that which the syllabus presents. 

There has not been a clear understanding on the academic credit 
which would be given to pupils for the work which they do in the 
academic subjects taught in the seventh and eighth grades. The 



ELEMENTARY EDUCATION 97 

value of this work as compared with the work in the high school 
has been determined. In coming to a conchision, it was necessary 
to consider the maturity of the pupil, the time devoted to the study 
of a subject, the relation which the work of the subject completed 
in the grades bears to the uncompleted portion of such subject in 
the regular high school course and whether or not a pupil enters 
high school. Taking these elements into consideration the two 
following general principles have been adopted : 

1 Academic counts will not be regularly given to pupils in the 
seventh and eighth grades who do not complete such grades and 
enter high school. 

2 The time which a pupil devotes to the study of a subject is an 
important element in determining the credit which will be given 
on the completion of study in such subject. In determining this 
time element, the time devoted to the study of academic subjects 
in the seventh and eighth grades will be considered as one-half the 
value of time spent in the study of such subjects in academic grades, 
except in algebra as hereinafter stated, whether the credit is given 
on certificate or on examination. 

Applying these two general principles, academic credit may be 
given to seventh and eighth grade subjects as follow's : 

a Pupils who complete the work outlined in Latin, French and 
German for the seventh and eighth grades will be regarded as 
having satisfied the equivalent of the work required in such lan- 
guages in the first year of high school under the Syllabus for Sec- 
ondary Schools, and may enter the regular first year Regents 
academic examinations in these languages so long as such examina- 
tions are continued, and on passing such examinations may receive 
the full academic credit of five counts thereon. After the dis- 
continuance of the first year examinations in these subjects, pupils 
who have done the seventh and eighth grade work as above men- 
tioned may be entitled to enter second year classes in these respective 
subjects in the high school, and on completing the high school 
requirement for the second year in either language mentioned and 
making the examination therefor, may receive full credit of ten 
academic counts. 

b Pupils who take algebra during the last half of the eighth year 
may continue the study of that subject for one-half year in the 
high school and may tlien take th^ regular first year Regents exami- 
nation. Pupils who have completed arithmetic at the end of the 
seventh year and who take the subject of algebra for the full eighth 

4 



9S NEW YORK STATE EDUCATION DEPARTMENT 

year, may enter the first year Regents academic examination in 
algebra. To be prepared to take the first year examination at this 
time, it will be necessary to cover the year's work in algebra as 
outlined in the Syllabus for Secondary Schools. Pupils who make 
this examination in either of these cases will receive the usual credit 
of five counts. 

It is claimed that some pupils can do this work in a year and that 
it would be unjust to compel such pupils to give more time to the 
subject. Those who can do the work therefore have the privilege. 
The experience, h6wever, of pupils in the high schools throughout 
the State shows that a large percentage of academic pupils are 
unable to complete the first year work of algebra within one year. 
It is therefore urgently recommended that the work in arithmetic 
and algebra be arranged so that pupils may complete arithmetic 
by the middle of the eighth year. It is further urgently recom- 
mended that such pupils should then take algebra for the last half 
of the eighth year and continue its study for one year in the high 
school. Pupils who pursue this course will be entitled to receive 
full academic credit for first year algebra on passing the prescribed 
examination. 

After the discontinuance of the first year examination in algebra, 
these pupils may enter the second year classes in algebra and on 
completing the requirements for the second year in such subject 
and making the examination therefor may receive full credit of ten 
academic counts. 

c Pupils who complete the commercial or industrial geography 
outlined in the seventh and eighth years of the Syllabus for Ele- 
mentary Schools may take the examination in commercial geography- 
prescribed under the Syllabus for Secondary Schools and, on mak- 
ing such examination and entering high schools, will receive full 
credit of two and one-half counts therefor. 

d Pupils who complete any of the industrial subjects as outlined 
in the seventh and eighth years of the Syllabus for Elementary 
Schools will be entitled to have such work considered as one-half of 
the value (with reference to the time spent on such studies) of the 
work required in these subjects in the academic course, and, on 
completing the required number of hours in any of such subjects 
and taking the examinations that may be prescribed therefor, will 
be entitled to receive full academic credit. If no examination is 
given in any of these subjects, credit will be allowed on the certifi- 
cate of the school authorities showing the amount of time which 
a pupil has devoted to the regular study of the subject. 



ELEMENTARY EDUCATION 99 

A pupil, therefore, who takes two hours a week in the industrial 
subjects in the seventh and eighth grades will be credited with one 
hour of such work and, when such pupil has completed the remain- 
ing number of hours required in the high school and passed the 
examinations prescribed therefor, he will be entitled to receive full 
academic credit. If no examination is given in such subjects, the 
pupil will be entitled to receive the credit allowed on certificate for 
the work completed. 

The announcement was made in the report for 191 1 that the 
syllabus would not hereafter undergo a regular revision every five 
years, but that whenever it appeared necessary a subject or such 
portions as might be necessary would be revised. It was also stated 
in such report that committees consisting of teachers, superintend- 
ents and specialists in their respective fields of study would be 
appointed who would give the contents of the syllabus careful atten- 
tion, consult those using the syllabus and suggest such modifications 
as experience commends. It must be understood, however, that 
changes will be made for weighty reasons only and when it appears 
that such changes have the indorsement of the leading students of 
education in the country. 

INDUSTRIAL EDUCATION IN ELEMENTARY SCHOOLS 

The elementary schools are very generally adopting the sugges- 
tions laid down in the Syllabus for Elementary Schools with refer- 
ence to handicraft work. In the I lower grades less distinction is 
being made between drawing and making. The two are contribut- 
ing to each other and together they occupy about one-half of the 
weekly program. Beginning with the seventh grade, courses in 
sewing, cooking and bench work are quite fully developed in the 
principal cities and villages. About one-eighth of the weekly pro- 
gram is given over to this work. 

The number of pupils taking this work is three times that of two 
years ago. It appears now that in a few years there will not be a 
place of any size in the State that will not have incorporated such 
work into its public school system. It may be said that these 
features are introduced (i) to develop appreciation for industrial 
work bv showing through actual experience that it means mental 
as well as physical fitness; (2) to command respect for the labor 
of the artisan and house manager who is supplying the material 
demands of the public and who needs the intelligent support of the 
community in securing its economic and social rights; and (3) to 



lOO NEW YORK STATE EDUCATION DEPARTMENT 

give the best possible start toward the Hfe work in which the pupil 
will be most contented and efficient. Such courses are not directly 
vocational and no choice of occupation is premeditated. They 
simply recognize the great cultural value of the manual, household 
and decorative arts. 

In the larger cities undoubtedly the industrial work in the upper 
grammar grades will adjust itself to the needs of vocational training. 
Most certainly these useful arts have a great usefulness within the 
school itself, in that they may be connected with the teaching of 
geography and arithmetic. 

That portion of vocational training which comes in the element- 
ary school field is developing rapidly. This phase is called the 
intermediate or general industrial school type of the vocational 
school movement. The plan as now operating provides that five- 
twelfths of the school program shall be given over to shop, labora- 
tory and drawing instruction and that the remaining seven-twelfths 
be devoted to " book studies," which practically amounts to saying 
that the pupils shall, for the remainder of the time, take the regular 
elementary school studies corresponding to the seventh and eighth 
grades. These studies are related as far as is possible with the 
industrial studies. Both boys and girls have similar work in 
English and historv. The arithmetic course for boys differs from 
that for girls. The geography is viewed as an outgrowth of the 
life-long problem of providing food, clothing and shelter. The 
phvsiologv is studied from the viewpoint of hygiene and sanitation 
rather than the structural only. The shop, laboratory and drawing 
work differs with the sex considered. 

As academic credit is given for most of the work in these schools, 
it is possible for them to make direct connection with the high 
school, should pupils decide to take further training. So far results 
show that pupils who enrol in the intermediate industrial school do 
as well when they go to the high school as do the pupils who spend 
all their time on the bookwork of the seventh and eighth grades. 
This result is possible for the following reasons: (i) In the voca- 
tional sections a teacher does not handle more than twenty-five 
pupils at a time and more individual instruction is possible: (2) the 
book studies of English, history and geography may be so corre- 
lated that penmanship and spelling are brought into every written 
lesson and that practice in reading appears in history and geography ; 
(3) the bookwork is not interrupted by the visitations of a drawing, 
music or manual arts supervisor; (4) the connection between the 



ELEMENTARY EDUCATION lOI 

shopwork and the bookwork is so close that one naturally assists 
the other; and (5) the hours spent in the shop and drawing room 
afford a relief from brain fatigue. 

The intermediate industrial schools are meeting a long-felt want 
in the State. Taking pupils as they do at the age of fourteen years, 
many of whom would leave school except for this work, they serve 
to arouse industrial interests and to bring about the acquisition of 
industrial fundamentals. One of the primary objects of this type 
of school is to assist the boy and girl to make an intelligent choice 
of a calling and to lay a good foundation for the same. It should 
prepare the way for an apprenticeship in a well-defined vocation or 
lead to a trade school or to a vocational course in a high school if 
such is possible in the local school system. 

Vocational courses in agriculture are now in operation in the 
following high schools of the State : Albion, Belleville, Belmont. 
Gowanda, Hancock, Hannibal, Highland, Little Valley, Lowville. 
Millbrook, Moravia, Newark Valley, North Cohocton and Atlanta, 
Perry, Red Creek, Tully and Walton. With one exception these 
schools are also teaching elementary agriculture in the eighth grade 
and most of them are teaching it in the seventh grade. The school 
which constitutes the single exception will have this work started 
the second semester of this year, if not earlier. In most of the 
schools, the seventh and eighth grade pupils are taught together in 
one class. In one school, the local board has made agricultural 
instruction compulsory in both of these grades and consequently the 
classes are too large to recite together. In one or two other schools 
the classes also work in two sections because of numbers, but the 
same work is done in both grades, to the end that the special agri- 
cultural teacher may not have this work to do next year. By the 
time it is again due in these grades, he will need assistance in his 
regular high school work in agriculture, and the way may be found 
to transfer this elementary work to the regular teachers. 

The seventh and eighth grade work is rather closely based on 
a good elementary textbook selected by the instructor from a list 
approved by the Division of Vocational Schools. The recitations 
are held three times a week, and in addition there are occasional 
observation trips, demonstrations, and other extra work as the 
instructor finds opportunity. The aim is to give the pupil a general 
survey of the whole field of scientific and practical agriculture before 
he is introduced to the more specialized courses offered in the high 
school agricultural course. 



102 NEW YORK STATE EDUCATION DEPARTMENT 

WORK AT FARMERS INSTITUTES 

Some years ago the Legislature created the positions of lecturers 
at farmers institutes and requested the Education Department to 
appoint three of such lecturers. The idea was to select school men 
who are familiar with the educational needs of the agricultural com- 
munities and have these men speak at farmers institutes. The 
motive behind this was to infuse interest in the general subject of 
agricultural education as well as elementary education. 

It is our desire to increase the efficiency of the work done in 
these institutes ty the representatives of the Education Department. 
This \v.:)rk should yearly become more definite and valuable. 

The general address to the farmers institute has its value and 
may be continued with profit in certain sections of the State. It 
helps to turn the minds of many toward education ; emphasizes its 
importance to them and encourages their interest in it. It offers 
an opportunity for answering specific questions, of which many are 
asked both in the meeting and outside of it, and for explaining 
current educational legislation and policies particularly affecting the 
farmers' interests. Changes in Education Department plans can be 
outlined and made clear while the increasing interest in the question 
of courses in agriculture in the schools suggests that the possibilities 
along this line be dwelt upon and the proper methods of procedure 
pointed out. It is also worth while to show how completely the 
problems of agriculture and rural life are matters of education. 

The visits to the schools where addresses are made both by 
educational and agricultural men have proved very satisfactory and 
of unusual value. By the former, the type forms of the syllabus 
and the value and possibility of high school courses in agriculture 
are discussed, while the relation of high school work in general to 
agriculture and the folly of attempting to base success in agricul- 
tural training on anything less than a good high school course are 
made plain. The farmers institute representative takes some topic 
in agriculture related to the syllabus or other work the pupils are 
doing and arouses a keen interest by carrying them deeply and 
intimately into it. The young minds there met are alert for the 
messages offered and are more likely to receive impressions which 
will have results than are those of older persons. This work has 
been commended by the farmers institute conductors and its value 
is entirely concurred in by them. It should be continued and if 
possible be more generally done in the future. 



ELEMENTARY EDUCATION IO3 

Under the new order of things in the country districts, it is 
believed that district superintendents, teachers and parents who have 
children in school may come together at farmers institutes and be 
brought into more harmonious cooperation in school work. If these 
people were to hold a conference on an afternoon of each farmers 
institute much good might come of it. After considering the plan 
with the Agriculture Department, the following details have been 
agreed upon : the representative of the Education Department will 
discuss Department policies and desires, the Syllabus for Element- 
ary Schools as applied particularly to nature study and agriculture, 
successful methods and the pedagogical principles involved, and any 
other matters of particular interest in each locality. The district 
superintendent might well address the meeting with reference to his 
plans and purposes, while the expert from the farmers institute 
force, who is in sympathy with the needs of boys and girls, could 
give much valuable information and advice along agricultural lines 
which correlate with the work in the schools. The district superin- 
tendent might determine what teachers and advanced pupils are 
situated near enough to attend the meeting. Teachers might well 
be allowed to attend these conferences, without loss of time. 

The conference will be advertised with the farmers institute and 
will be given notice on the regular farmers institute program. It 
will be pointed out that these conferences will form a regular part 
of the farmers institute work and arangements for them will be so 
made under the direction and advice of the conductors as to har- 
monize with the regular sessions and schedules. 

It is believed that such conferences will bring more definite results 
in the schools and be of service in helping them at particular points 
where they need assistance. 

SCHOOL PLAYGROUNDS 

For several years the Education Department has urged upon 
school authorities the desirability of providing- suitable playgrounds. 
There should be connected with each schoolhouse in the State a 
playground of sufficient size to afford all the pupils of the school 
ample space for participating in all the sports and outdoor recre- 
ations best adapted to the physical development of children. All 
the necessary equipment to afford proper exercise and diversion 
should be installed. The educational facilities of a school are not 
complete if they fail to make adequate provision for the usual out- 
door sports in which children love to participate. The child who 



I04 NEW YORK STATE EDUCATION DEPARTMENT 

has the requisite amount of proper play and recreation generally 
becomes a better student and develops into a better citizen than a 
child who does not have such advantages. The great majority of 
children living in the cities are compelled to play in the streets. 
Every elementary school in a city should have a large well-ventilated, 
properly lighted room set apart as a playroom for the children on 
stormy days. The children should be compelled to play out when- 
ever the weather will permit. These playgrounds should be in use 
the entire year. Children should have the same right to use these 
grounds during vacations that they have when school is in session. 
Such use of the grounds would make it necessary to place them 
under the general direction of a suitable person employed by the 
school authorities. 

The expense to be incurred is an element requiring careful con- 
sideration. However, while large grounds are desirable, they are 
not always necessary. A person who is experienced in the play- 
ground work will arrange on a small ground a variety of games and 
other forms of recreation. 

The cities, however, are not the only sections of the State which 
need these recreation centers. It is quite as essential to provide 
plavgrounds for the children who attend a village school and even 
the school at the four corners of a country cross-roads. Boys who 
are raised upon a farm and are required to do a certain amount 
of chores or labor are in need of diversion and amusement quite 
as much, if not more, than the boy who has no demand upon his 
time when out of the schoolroom. In a great majority of the small 
villages and in nearly all of the country districts there are not to 
be found playgrounds dedicated to the use of the children. There 
is no place especially set apart for the use of the children who desire 
to have a game of ball, tennis or croquet, or who wish to participate 
in some other form of physical recreation. To indulge in any of 
these pastimes, they must generally become trespassers, which is in 
itself objectionable. These boys in any community should have one 
place where of right they are free to go to enjoy such games and 
forms of recreation as are now generally approved. 

These grounds and fields should, when possible, have provision 
for sand boxes, see-saws, swings, chute slide, ring trapeze, vaulting: 
bars, climbing ropes, quoits, croquet, tennis, baseball, skating, 
toboggan slide, etc. It may not be possible to have all of these but 
most schools could have very many of them. Very much of the 
above equipment was recently installed nn one of the playgrounds 



ELEMENTARY EDUCATION IO5 

in connection with a public school in the city of Albany for the 
sum of $125. Amusement for four hundred children is provided. 

The plan to associate playgrounds with the schools is logical. 
The school has the organization and it is the center of the child's 
interest. If the play spirit were properly associated with the school, 
the child's interest in the school would be quickened. The law was 
amended in 1910 by extending to the voters of a district the right 
to appropriate funds or levy taxes for the purchase of playgrounds. 
It is not intended that the school playground shall supplant the 
playgrounds established through the general playground movement 
so thoroughly organized throughout the country and which is doing 
such commendable and successful work. 

The wisdom of providing playgrounds is receiving the careful 
attention of school' and municipal authorities of the cities and the 
large villages and progress is being made. The results accom- 
plished through the playgrounds already established will undoubt- 
edly facilitate the progress of establishing a general system of play- 
grounds in connection with all 'the public schools. In some of the 
larger villages public-spirited citizens who have become interested 
in this movement have donated land for the construction of play- 
grounds. In many communities citizens may be found who would 
be quite willing to aid in this work if the matter were presented 
to them in a proper lig-ht. 

The attention of school authorities is directed to the schools' 
opportunity to thus serve the children and they are urged to take 
such action toward the establishment of playgrounds or athletic 
ficids as the needs of the respective communities and their financial 
condition will warrant. 

STATE TRUANT SCHOOLS 

The necessity of establishing one or two State truant schools is 
growing more urgent from year to year. The reasons for this 
were set forth fully in the annual report of the Education Depart- 
ment for the years 1910 and 191 1. The State is engaged in so 
many enterprises calling for large expenditures that it may not be 
feasible to undertake the construction of these institutions at pres- 
ent. The subject, however, is one whose importance demands that 
the State should give it early consideration. It is therefore recom- 
mended that the Legislature appoint a commission consisting of 
the Governor, the Commissioner of Education and the State Comp- 
troller to determine and report to the Legislature upon the selection 



I06 NEW YORK STATE EDUCATION DEPARTMENT 

of suitable sites for such buildings, the character of the schools to 
be maintained, and the amount which it seems advisable for the State 
to invest in such an undertaking. 

ORPHAN SCHOOLS 

Orphans are a neglected class in education. They are left largely 
to private charity which provides well for their physical needs but 
often lacks funds, if not inclination, properly to train them. The 
State has overlooked this class to some extent in its educational 
scheme. It exercises little supervisory power over orphan schools 
and appropriates but little for their support. Yet from the stand- 
point of the public welfare no class of children are more important 
than those congregated in orphan asylums. These children will 
become elements of society, which is vitally interested in their proper 
training. It seems evident, therefore, that the State should have 
general direction of such schools to the end that they provide train- 
ing that will fit these children for self-reliant and honest citizenship. 

Orphan schools as a class are lacking in suitable industrial train- 
ing and in proper reading matter. The instruction is often limited 
and poorlv adapted to the end in view. 

. PRISON SCHOOLS 

The work of the prison schools has been an interesting experi- 
ment in an important phase of the general problem of dealing with 
adults segregated from society. It has been successful within the 
limited range of its activity. The schools have opened the door of 
opportunity to many men and have pointed the way to better things. 

The men have appreciated the efiforts made in their behalf and 
have responded with enthusiasm to the spirit of helpfulness which 
has prevailed in the schools. As a rule they like the work and 
regard any interruption of the school as a deprivation. 

The aim during the year has been to develop the work along 
the lines originally proposed, with speaking and reading as the 
foundation, expression in writing as an everyday exercise and the 
reading of selected books, supplemented by discussions and repro- 
duction of matter read, as means of interesting and profiting the 
men. A special vocabulary of eighteen hundred words is being 
worked out and daily drill in the use of these words, both in speech 
and writing, is given in the various classes. 

The prison schools in this State differ from others in the fact 
that thev are real schools, in session during each day, and made 



ELEMENTARY EDUCATION I07 

prominent as a feature of prison life. The plan seems to be better 
than the evening- schools, any form of correspondence schools, the 
sing-le session for all the men or any scheme that has yet been 
devised. The schools are continuous during- the day, one lot of men 
succeeding another, in a constant and orderly way. The full mean- 
ing of the work as now carried on has not been appreciated but it 
seems to be growing in favor with those who know most of its 
character and results. 

There are possibilities of a profitable expansion of the work. 
Emphasis has thus far been put on laying a foundation for subse- 
quent work. More attention should be given to utilizing the capac- 
ity developed in enlarging the horizon of the men, presenting cor- 
rect views of society, directing- the thinking and giving a prepara- 
tion for a new start in life. Supplemental work, adapted to varying 
needs and ability, might well be introduced. Much of this latter 
work, under proper supervision, could be done out of school. 

The head teachers continue to devote their energies to the task. 
They meet the discouraging features with fresh determination and 
revised plans. They work together and constantly exchange ideas. 
The periodic conferences serve to make common the experiences 
of each. The inmate teaching force is a varying body and is neces- 
sarily of various degrees of efficiency at different times. It always 
contains many men of ability and those interested in their work 
and devoted to it. As an example of notable interest in the work, 
one inmate teacher offered to remain a month after he was paroled 
to give time to supply his place in the school. 

It is not claimed that knowledge in itself will prove a remedy for 
criminality. It is fair to say, however, that it is a factor in the 
proper dealing with men who for a great variety of reasons have 
violated the laws of society and are forcibly separated from it. The 
schools are acting upon the assumption that there is always hope 
for men and that the door of opportunity should never be closed. 

SCHOOLS FOR CRIPPLES 
There are several day schools for cripples in New York City, 
maintained in part by the city and in part by private means. The 
children are transported to and from their homes and are provided 
with a noonday meal. These schools are doing good work. 

SCHOOLS FOR THE DEAF 
Fully two-thirds of the pupils in New York institutions for the 
deaf are in the first eight classes and yj per cent of these are 



I08 NEW YORK STATE EDUCATION DEPARTMENT 

repeaters. l*robably many of these repeaters have several times 
failed of promotion. A considerable number of deaf children in 
institutions make little or no progress from year to year. Some 
of the causes for the failure to advance are evident and unavoid- 
able ; there are others, however, that may be remedied. There are 
doubtless many subnormal children among the deaf though there 
is a great difference of opinion as to the proportion of such children 
in the schools. It is certain that some schools have a much larger 
percentage than others. 

Schools for the deaf require expert teaching. The work is tech- 
nical and teachers need special training for it. Moreover, teaching 
the deaf is still in the experimental stage and new ideas are being 
evolved constantly. One great need in this State at the present 
time is more and better equipped teachers of the deaf. The small 
pay does not encourage adequate preparation. Besides, there is no 
school available for the purpose. Such a school ought to be estab- 
lished, preferably in connection with one of the existing institutions, 
and aided, if not wholly supported, by the State. A summer school 
for teachers now in this work would be an excellent thing and one 
might be maintained at small cost. 

New York schools for the deaf are not keeping pace with the 
best schools of the nation in teaching speech and speech reading. 
Some progress is being made but much of the work is crude and 
unsatisfactory. A very small percentage of the pupils in schools 
for the deaf could stand a test in this most important division of 
instruction. There are two apparent reasons for this unsatisfactory 
condition : first, the instruction is not what it should be ; second, the 
children do not get enough practice in lip reading and speech. The 
first reason is due largely to the failure of the school authorities 
properly to appreciate the value of the subject ; the second follows 
naturally and necessarily, as it seems, from the common practice 
of trying to teach speech reading and speech, manual spelling and 
signs in the same school and often in the same classes. 

It might be well to inaugurate occasional examinations of a uni- 
form character to test the work of schools for the deaf. Such a step 
would be welcomed by the most efficient schools and would serve 
as a reminder and warning to others. Inasmuch as the State pays 
the cost of educating the deaf it is its duty to see that the work is 
well done and the ]m])ils given the best education that has been 
devised for them. This probably can not be accomplished until 
these schools are owned and operated directly by the State. 



ELEMENTARY EDUCATION IO9 

The attendance of deaf children in the schools of the State show 
a slight increase compared with previous years. The increase has 
been mostly in the day schools of New York City. The total enrol- 
ment has exceeded two thousand, of which more than two hundred 
have been in the New York City day schools. The attendance at 
the institutions has shown no material decrease as a result of the 
establishment of day schools. 

An unfortunate circumstance connected with the placing of deaf 
children in school is the provision of law which requires a parent to 
declare himself imable to support his child in order to get that 
child into an institution for instruction. The way to school is 
through the ]>oormaster. The time has come in the progress of 
public instruction when free education for the deaf should mean, 
in many cases at least, a home for the child while under instruc- 
tion. This is a necessity in view of the fact that day schools are 
not available, even if they are suitable, for all deaf children. ]ylany 
children nuist be sent from home to be educated and in the great 
majority of such cases free board and lodging must be provided. 
Certainlv as long as the State provides for the education of the deaf, 
its work ought not to be called charity nor should parents be forced 
to declare themselves paupers to secure its benefits. The appoint- 
ment of all pupils should be made through the educational machin- 
ery of the State anrl not through the charity authorities. 

SCHOOLS FOR THE BLIND 

There are about three hundred pupils in the two institutions for 
the blind in the State. The day schoo'.s of New York City also 
provide instruction for blind children. Which type of school is 
better must be left for time to decide. It is probable, however, 
that institutions for the blind will always be needed, as many blind 
children require care as well as instruction from the State. The 
demand for such schools, however, is not likely to increase in view 
of the fact that but a small percentage of children become blind dur- 
ing the school period and the number is likely to grow less as means 
of preventing blindness at birth are more generally known and 
practised. 

The tools for instructing the blind have greatly improved in 
recent years. ]\Iore books are available and up-to-date textbooks 
are increasing. Machines for writing in point are coming into more 
common use in the classrooms. The best teachers for the blind are 
indefatigable in their efforts to enlarge and perfect the methods and 
means of instructing the sightless. 



no NEW YORK STATE EDUCATION DEPARTMENT 

The subject matter dealt with in schools for the blind does not 
differ greatly from that used in ordinary schools for the seeing. 
Obviously some branches must be omitted but the blind can learn 
anything that can be presented to their active senses and their power 
of reasoning is quite equal to that of the seeing. The institutions 
may find it advisable to put more emphasis on advanced work, 
especially in the cities w^here elementary education for the blind is 
provided in the public schools. 

Physical training very properly receives attention in schools for 
the blind. Building up the body of the blind child should be ranked 
as of first importance in the schools. Perhaps the schools are open 
to criticism for not doing more and better work in this line. 

Industrial training is prominent in all schools for the blind. Here 
too there is chance for improvement. " What knowledge is worth 
most ? " should be a constant study with teachers of the blind and 
the answer should be taken as a guide in both literary and industrial 
training, 

ACADEMIC INSTRUCTION FOR THE BLIND AND THE DEAF 

The extension of a three-year period to pupils in the institutions 
for the deaf and for the blind, for the purpose of pursuing a course 
of study in the higher branches of learning and in addition to the 
eight years of elementary instruction, was formerly regulated by 
special acts. Chapter 280 of the laws of 1892 regulated the appoint- 
ment of such pupils to the Northern New York Institution for Deaf 
Mutes at Malone. Chapter 469 of the laws of 1890 regulated the 
appointment of such pupils at the Rome institution and chapter 197 
of the laws of 1890, the appointment of such pupils to the New York 
Institution for the Instruction of the Deaf and Dumb. 

When the laws relating to public education were consolidated 
under the direction of the State Consolidation Board in 1909, these 
special acts were repealed. This action was probably taken under 
an incorrect interpretation of the law. The Statutory Consolidation 
Board undoubtedly interpreted these three years as the three years 
for which the Commissioner of Education might extend the appoint- 
ments of State pupils for elementary instruction. The law author- 
izing the appointment of State pupils to the institutions for the deaf, 
provides for an original appointment of five years and an extension 
of time thereafter for three years, giving all pupils eight years of 
elementary instruction if they desire it. These special acts extended 
to such pupils as were recommended by the trustees of the institu- 



ELEMENTARY EDUCATION III 

tions which they attended, the right to remain for three additional 
years for instruction in a course of study beyond the elementary 
course. No reason exists for depriving these State pupils of the 
benefits of this advanced instruction. It is therefore recommended 
that the Education Law be amended so as to restore to such pupils 
the right to receive the three years of academic instruction which was 
formerly afforded them under these special statutes. 

INDIAN SCHOOLS 

The Indian schools which are located on the reservations in this 
State have made commendable progress during the year. Princi- 
pal teachers now have local charge of the schools on all the reserva- 
tions in matters pertaining to administration and supervision. This 
change has opened the way for greater uniformity and efficiency. 
Indian schools are not a part of local public school systems and 
receive no local support. The State bears the expense of their 
maintenance and the State Education Department is charged by law 
with their general management and control. The new plan of mak- 
ing the principal teacher responsible for the management of the 
schools is working satisfactorily. This plan requires more attention 
from the Department but the machinery responds readily and 
promptly to the demands upon it. 

The thirty-three district schools on the reservations, giving in- 
struction to nine hundred children, until recently have had little 
attention and have been doing their work as well as they could with 
inadequate appropriations and imperfect school organizations. 
Their task is to lay the foundation of social and industrial better- 
ment. They are in fact the chief reliance for the proper solution of 
the Indian problem by preparing the children for living among white 
people on equal terms. They are nearest the homes and everyday 
life of the Indian. 

The number of children enrolled in reservation schools in propor- 
portion to the population compares favorably with the number 
enrolled in white schools throughout the State. In regularity of 
attendance, however, Indian children for obvious reasons fall below 
the' standard. 

There has been more than usual sickness on the reservations dur- 
ing the year and this has seriously affected attendance in some of the 
schools. On the other hand, the attendance law has been better en- 
forced than ever before and a more wholesome respect for its pro- 
visions established. There is need of legislation to perfect the 



112 NEW YORK STATE EDUCATION DEPARTMENT 

working of the school system. Special courts are needed to hold 
sessions on the reservations for the trial of truancy cases. The 
matter of sanitation is closely connected with the working of the 
schools, yet there are no laws effective on the reservations regarding 
the care of the health and the prevention of the spread of diseases. 
Vital statistics should be kept as a means of determining the ages of 
children. Laws to protect the Indian youth are essential to the com- 
plete working out of school influence. 

Several of the schools are overcrowded. They have reached a 
point where assistant teachers are needed and more room required. 
This condition is more difficult to meet because the Indian popu- 
lation is inclined to shift from place to place and schools that are 
congested now may be small in a few years. 

No provision for high school instruction is now made on Indian 
reservations. This lack might be met by the establishment of cen- 
tral schools to take pupils at about the sixth year and give them, in 
addition to literary instruction, practical training in harmony with 
their environment. Agriculture, which is the occupation that en- 
vironment and opportunity seem to make most available to the 
Indians, might be taught in these central schools. 

Important progress has been made in the development of the On- 
ondaga graded school. A domestic department has been equipped, 
affording facilities for instruction in cooking, canning fruit and in 
doing ordinary house work. Gardening has been taught and prac- 
tised. Poultry raising has been begun on a small scale. The shop- 
work has been systematized and extended. Most of the work on the 
plant and grounds has been done by the children and principal 
teacher, who is himself an all-round workman. Much of the equip- 
ment for the other Indian schools is being made here. The Onon- 
daga industrial school, as it deserves to be called, is doubtless the 
least expensive and most useful school of its kind in the State. 
Recognition is due to the Solvay Process Company for its gift of an 
adequate pipe line to supply the school with water. 

Progress has been made both in the matter and methods of in- 
struction. The teaching of English speech has greatly improved. 
More than usual attention has been given to hand and industrial 
training. Interest in school gardening has increased. In No. i 
Tonawanda reservation, beans, potatoes, corn, cabbage, tomatoes, cu- 
cumbers, turnips, beets, radishes, lettuce, onions, melons, pumpkins 
and peppers have been planted and cared for. The children have 
worked in the o-arden daily and have looked after it since school 



ELEMENTARY EDUCATION II3 

closed. Much credit is due to Mrs Parker, who has succeeded in 
maintaining- a good degree of interest in the work and has visited the 
garden several times during the summer. Many schools have done 
commendable work with knives and other tools. The older boys in 
the Onondaga school have become quite proficient in the use of tools. 
The girls have done various kinds of work with the needle. 

Nine children from the Onondaga school took the Regents prelimi- 
nary examinations in June. On most of the reservations, the schools 
united in closing exercises and large audiences of Indians and white 
people were present. The occasions were utilized in some cases as 
opportunities to emphasize the value of the schools to the Indians 
and to arouse fresh interest and a spirit of cooperation. The interest 
of the Indians in the schools is increasing and should be fostered in 
every proper way. 

A number of things are needed to enable the Indian schools to do 
the most effective work. Teachers of unusual ability, tact and devo- 
tion are required. The work is essentially missionary in character 
and involves much besides schoolroom instruction, if it is to be well 
done. It calls for a knowledge of many things and unusual re- 
sourcefulness in devising means for doing the work. It is not 
reasonable to expect to get and retain teachers of the kind required 
for the meager salaries now paid. Every school should be provided 
with the simple requirements for teaching health, cleanliness and 
for other proper instruction. Some schools lack water and conse- 
quently the cleanliness of the children and of the buildings is neg- 
lected. Few schools have fences about the yards and animals run 
loose about them, thus making it impossible to keep the grounds in 
order or to raise flowers and garden products. To the inhabitants 
of the reservations the schoolhouses and grounds should be object 
lessons in light, heat, ventilation, cleanliness and general attractive- 
ness. jMuch of the work about the buildings and grounds can be 
done by the children under the inspiration and direction of the 
teachers. The limitations on this kind of work are the ages of the 
children, most of whom are quite young, and the lack of initiative in 
teachers. With a comparatively small increase in the annual outlay 
for Indian schools, they can be made much more effective as factors 
in socializing the race. 

No scheme for Indian education is complete that does not regard 
the homes as well as the schools. Social advantages are lacking on 
the reservations and the schools and teachers should supply the need 
as far as possible. The schools should be centers of influence and 
helpfulness and the teachers counselors for all who need it. 



114 



NEW YORK STATE EDUCATION DEPARTMENT 



STATE NORMAL SCHOOL AT BROCKPORT^ 



GRADUATES 

Professional course 



Badgley, Jessie May 
Bass, Margaret Fern 
Beel, Florence Helena 
Bennett, Emma 
Church, La Vina Bee 
Cook, Mae Rozetta 
Corbin, Lewis Whitman 
Cosgrove, Jessie Sherman 
Crossett, Eileen Mae 
Cuddy, May Teresa 
Davis, Lilian Anna 
Dennison, Helen Margaret 
Donnelly, Ethel Mae 
Farwell, Emma Louise 
Garrison, Mabel E. 
Grace, Elizabeth Agnes 
de Gruchy, Florence Etta 
Hartt, Addis Frances 
Hermance, Harriett Irene 
Howland, Blanche Amanda 
Hudson, Edith Henrietta 
Hyde, Mary Bird 



Brockport King, Virginia Mae Holley 

Brockport Kinney, Christine Lola Brockport 

Medina Kregloh, Edna Elizabeth Brockport 

Albion McDowell, Mary Elizabeth Medina 

Holley MacMullen, Ida May Brockport 

Brockport Mattison, Ethel Gertrude Albion 

Clarkson Merrill, Beulah Mae Holley 

Spencerport Millener, Ruth Harriett Brockport 

Holley Miller, Ida Anna Brockport 

Albion ( )'Donnell, Margaret Mary Holley 

Brockport Remde, Mary Louise Medina 

Clarkson Rogers, Avis Grace Spencerport 

Brockport Root, Ina Leonette Brockport 

Holley Ryan, Helen Lois Victor 

Brockport Sample, Mabel ^Madeline Hornell 

Albion Setchel, Maude Starkweather Rochester 

Medina Simkins. Mary Angeline Amsterdam 

Brockport Smith, Lewis Garrison Rochester 

Clarkson Stewart, Jean Rose Breesport 

Victor Sullivan, Teresa Gertrude Albion 

Brockport \\ elch. Honor Catherine Niagara Falls 

Albion 



STATE NORMAL SCHOOL AT BUFFALO 



GRADUATES, JANUARY I9II 



Bump, Leska E. 
Casey, Mary Agnes 
Crowe, Mabel Lucy 
Fenyvessy, Florence Rose 
Helfter, Estella Barbara 
Herzog, Florence 
Jones, Ethel Ruth 
"Kauffman, Wilhelmina 
Kelly, Harriet Ellen 



Professional course 



Lord, Constance Norton 

Gowanda Vinyard Haven, Mass. 

Olean McAlinden, Evelyn Lucy Buffalo 

Lockport McCormick, Margaret (Jlean 

Buffalo Mills, Sarah Alice Leroy 

Snyder Paasch, Emily Augusta Lyndonville 

Buffalo Quinn, Olive Margaret Buffalo 

Springville Regan, William Joseph Buffalo 

Buffalo Rose, Florence Eleanor Olean 

Lancaster Sheffield, Mildred Elizabeth Manchester 

Wadsworth, Cora Elizabeth Buffalo 



Kindergarten-primary course 

Mau, Alice Adele Alden 



Alford, Beatrice Irene 
Bailey, Clara 
Barlow, Ethel Louise 
Beavers, Antoinette Ruth 
Beavers, Martha M. 
Beirne, Agnes 
Bergin, M. Genevieve 
Bobsien, Bertha Emma 
Bridenbaker. Pearl Agnes 
Brimmer, Maude Elmina 
Brown, Mary Agnes 
Chassin, John Nicholas 
Christian, Katherine Mae 
Corbett, Mary Elizabeth 
Crane, Mildred Gisele 



GRADUATES, JUNE I9II 

Professional course 



Buffalo Cripps, C. Beatrice Buffalo 

Brooklyn Cummings, Ethel G. A^kron 

Buffalo Davie, Charlotte Elouise Franklinville 

Buffalo Daw, Florence H. Niagara Falls 

Butlaio Donahue, Florence E. Hornell 

Port Tervis Dougherty, Elizabeth Veronica 

Buffalo Mt Carmel, Pa. 

Buffalo Dovle, Cornelia Dorothy Lackawanna 

Buffalo Drake, Ruth Lois Buffalo 

Perch River Durkee, Alice Chace Buffalo 

Batavia Eisenhardt, Georgena Emily Buffalo 

Eggertsville Kllithorpe, Anna Marie Sandusky 

Gainesville Ewing, Anna Thompson Depew 

Batavia Fitzgerald, Irene Elizabeth Olean 

Buffalo Gaudv, Ethel Helen Port Jervis 



^The names of the members of the local boards and of the faculties of 
the various normal schools, which have previously been given in this report, 
are this year published in Education Department Bulletin 505, entitled State 
Normal Schools. 



ELEMENTARY EDUCATION 



115 



(;ill. Ina Anna 
Gilmore, Ruth 



Goetz, Margaret Marie 
Hammond, Leora Elleanor 
Hannum, Florence S. 
Harris, Vesta Loraine 
Hazell, Mabel Katherine 
1-feilman, Ethel Sutton 
Hinman, Mayme Elizabeth 
Hough, Mary 
Howe, Peryl Sprae 
Hover, Florence L. 
Irwin, Nellie Amelia 
Jack. Eleanor Wade 
Jacoby, May Evangeline 
Jones, Estelle M. 
Jones, Laura Josephine 
Kahm. Gertrude Barbara 
Kavanaugh, Mary Madonna 
Kenline, Bessie Ruth 
Kern, Clara Magdalena 
Klein, Rose Gertrude 
Lake, Margaret Evangeline 
]>a Reau, Agnes Theodora 
Lavelle, Catherine V. 
Lennox, Ethel 
Lynch, Edith Agnes 
MacDonald, Laetitia Anna 
MacDougall, Ruth Hannah 
Mareane, Carolyne Adele 
Martin, Alta May 
Mattocks, Edna Laura 
McDermott, Bertha Rosella 
Mc(;ee, Mary Katherine 
McGee, Susie 



Cuba 
North Tonawanda 



Buttalo 

Buffalo 

Mayville 

Niagara Falls 

Buffalo 

Buffalo 

Ellicottville 

Buffalo 

Buffalo 

Buffalo 

Friendship 

Buft'alo 

Niagara Falls 

Delevan 

Akron 

Allegany 

Buff'alo 

Darien Center 

Buft"alo 

Buffalo 

Buffalo 

Buffalo 

Lackawanna 

Lackawanna 

Buffalo 

Buft'alo 

Buffalo 

Elmira 

Depew 

Gowanda 

Buffalo 

Buffalo 

Arcade 



-McKay, Alyson Collins 
Meredith, Ruth Olive 
Miller, Matilda Mary 
jNIindel, Mary Katherine 
Aiott, Bessie H. 
Muckler, Grace Marie 
Nellist, Mary E. 

< >'Lough!in, Claudia Marcella 
O'Neill, Monica Clare 

< ht, Caroline Marie 
I'ark, Georgiana V. 
Parsels, Margaret 
i'carson, Emma K. C. 
I'eterson, Agnes M. 
Phillips, Oralee Frances 
Plumstead, James A. jr 
Polhamus, Marv H. 
Reese, Ethel M. 
Reil, Mary B. 
Repp, Florence J. 
Rowland, Myrtle Elizabeth 
.Sager, R. Grace 
Schoepflin, Grace Isabelle 
Seider, Theresa 
Somers, Vera Consuela 
Spaulding, Margaret Valencia 
Story, Irene Agnes 
.Suess, Frances G. 
Sullivan, Eleanor Esther 
Summey, Marion Louise 
Townsend, Mvra E. 
Walldorff, Gladys M. 
Weaver, Florence Pauline 
Winner, Anna Geneva 



Kinder garteii-priniary course 



Booth, Evelyn Mary 
Burns, Estelle J. 
Hambleton, Margery Callou 



Buffalo MacDougall, Mildred May 
Buffalo Orr, Frances Eleanore 
East Aurora Peck, Elizabeth Estelle 



Buffalo 

Buffalo 

Buffalo 

Buffalo 

Olean 

Buffalo 

Lyndonville 

Buffalo 

Buffalo 

Buffalo 

Allegany 

Lyndonville 

Buffalo 

Depew 

Celeron 

Buffalo 

Yorkshire 

Arcade 

Buffalo 

Buffalo 

Buffalo 

Buffalo 

Gardenville 

Springville 

Buffalo 

Lockport 

Buffalo 

Lancaster 

Lockport 

Buffalo 

Orchard Park 

Deleyan 

Olean 

Springville 



Buffalo 

Buffalo 

Belmont 



Heywang, Mary Alice 
Mayle, Edith Henrietta 



Kinder !^m'te II course 

Buffalo Mitchell, Ruth Ann 
Niagara Falls 



Buffalo 



STATE NORMAL SCHOOL AT CORTLAND 



GRADUATES 



Classical course 

Baker, Nancy Ethel Center Lisle 



Endish course 



Belden, Arthur Edwin 
Conner, Winifred Alice 



Owego 
Cortland 



Knapp, Florence E. S. 
Lewis, Etta Simpkins 



Professional course 



Aber, Katherine Demerest Bath 

Aird, Elsie Raymond Binghamton 

Alden, Emeline Louise Bath 
Ames. Caroline M. Vernon Center 

Avery, Katherine Magdelene Waterloo 

Bartliolomew, Albert J. Cortland 

Bennett, Elizabeth Louise Waterville 

Blanding, Carrie Lurana Sherburne 

Bloomfield, Helen Teressa Waterville 

Bloomfield, M. Gertrude Waterville 

Bolger, Elizabeth Mary Norwich 

Buckley, Helena Margaret Cortland 

Buckley, J. lone Cortland 

Burd, Edna Canastota 

Burdick, Edith Lell Cortland 

Butler, Frances Cortland 

Campbell, Etha Margaret Breeseport 



Clapper, Elizabeth Julia 
Connelly, Genevieve E. S. 
Crocker, Florence Beebe 
Cunnan, Elizabeth B. 
Daley, Elizabeth Veronica 
Dickinson, Elizabeth G. 
Dolan, Susie E. 
Doolittle, Nina Frere 
Dougherty, Nellie LaBarre 
Driscoll, Helen Elizabeth 
Driscoll, Margaret V. 
Durfee, Carrie Janette 
Farle, Olive Mary 
Evans, Florence Anna 
Felshaw, Nellie Eliza 
Fenelon. Rena Magdalene 
Ferris, Edna Louise 



Camillus 
New York 



Binghamton 

Syracuse 

Binghamton 

Skaneateles 

Horseheads 

Homer 

Cortland 

Binghamton 

Ithaca 

Whitney Point 

Ithaca 

New Woodstock 

Binghamton 

Ciloversville 

Constableville 

Sag Harbor 

Locke 



ii6 



NEW YORK STATE EDUCATION DEPARTMENT 



Finehout, Grace Irene Canajoharie 

Eraser, Ciara Anne Waverly 

Gibbs, Mary Edna Marathon 

Goodsell, Ella Estella South Otselic 

Gross, Iva Elizabeth McGraw 

Harding, Ethel Beatrice Breeseport 

Hayes, Rosalie A. ^ Binghamton 

Haynes, Lavinia Kenyon Preble 

Hester, Alice Josephine Groton 

Hitchcock, Irene May Woodville 

Holmes, Evelyn Jessie Hubbardsville 

Houghton, Joyce Cornelia Liverpool 

Howard, Lucy T. Sherburne 

Hunt, Mildred May Cortland 

Hurd, Martha Irene Utica 

Hutchings, Grace Cornelia LaFayette 

Kelley, Frances Elizabeth Cortland 

King, Bertha Evelyn Cortland 

King, Helen Eunice Cortland 

Knight, Helen Frances Cortland 

Kotrba, Mary Cornelia Riverhead 

Laird, Essie Elizabeth Woodville 

Lanigan, James Edward Cortland 

Larkins, Mabel Elizabeth Sherrill 

Lowell, Ethel Louise Cortland 

Lowerre, William Merchant Cortland 

Mahieu, Mabel Williamson 

McAuliffe, Helen May Syracuse 

McCurn. Nora Irene Rome 

Meagher, Agnes Burke Kirkville 

Medes, Jane Louise Cortland 

Mills, Ada Irene Port Byron 

Mindel. Nelle M. Lyons 



Morey, Annie Bromley 
Murphy, Mary Katherine 
Nichols, Maud Katherine 
( )akes, Eunice Belle 
Palmer, Avery Kay 
Petrie, Edith Katherine 
Piercy, May Wescott 
(Juinlan, Julia Agnes 
Randall, (irace Marinda 
Reynolds, Carrie Belle 
Rinehart, Edith M. 
Sasenbery, Marian Elma 
Seaver, Ruby Louise 
Servis, Ethel May 
Seymour. Blanche Celia 
Shaw, Edna May 
Sherwood. Lillian Ethel 
Sibley, Edith Duncan 
Smith, Herbert D. 
Smith, Lena Allen 
Snyder. Lucy 
Stanton. Clifford A. 
Steed. Mary Regina 
Stevens. Marjorie Houelito 
Tanner. Teresa Elizabeth 
VanDuser. Emma Joanna 
Wilkinson. Ruth Cordelia 
Williams. Walter H. 
Wilson, Mabel May 
Woodin, Lulu Maude 
Youmans. Stella Cary 
Zvirin. Dora 



Kindergarten course 

Fanning. Stella K. Riverhead Parsons, Marion 

Kinder gart en-primary course 



Bugbee, Grace Mary Syracuse 

Farley, Elizabeth Macksey Sherburne 

Fegley, Cora Agnes Waterloo 

Griffith. Jessie Ruth LUica 

Haupin, Kate B. Cortland 

Hofstetter, Frieda M. East Rome 

Holdridge. Sara M. Candor 

Horton. Helen Julia Covert 

Hurlbut, Theodora Syracuse 



Jennings, Marguerite C. 
Manktelow, Pearl Lucy 
Short, Beth Orilla 
Smith, Mary Leona 
Stow, Mary Regina 
Swift, Katrina D. 
Wheeler, Florence Eva 
Wicks, Lulu Jane 
Winters, Mazie Evelyn 



North Rose 

Binghamton 

Elmira 

McGraw 

LaFayette 

Canastota 

Binghamton 

Homer 

Utica 

Cato 

Syracuse 

Rome 

Erieville 

Weedsport 

Lebanon 

Rome 

Covert 

Owego 

Trumansburg 

Trumansburg 

Syracuse 

Blodgett Mills 

Cortland 

\ Cortland 

Hornell 

Candor 

Clinton 

Cortland 

Cortland 

Cortland 

Whitney Point 

Larcbmont 



Camillus 



Homer 

Waterloo 

Cortland 

Ithaca 

Binghamton 

Honesdale 

Auburn 

McGraw 

Favette 



STATE NORMAL SCHOOL AT FREDONIA 



Aldrich. Jessamine Lois 
Anderson, Augusta 
Anderson, Mabel 
Anderson, ( )live Mae 
Benjamin, Flora Edith 
Blasdell, Edward Merrill 
Brace. Carolyn Belle 
Cramer, Avis Irene 
Dederick, Lena Julia 
Dye, Zadie Orissie 
Ellis, Marea C. 
Falvay. Clarice R. 
Franklin. Ruth Eleanor 
Gardner. Katherine Wright 
Gibbs. Laura Gladys 
Gould. Ethel Adelaide 
Graas. Carrie 
Hannon. Bess Adelia Lee 
Holbrook, Rena Estelle 
IngersoU, Florence 
Jackson, Sophia 
Johnson, Anna ^lagdalene 
Johnson. Bertha Mary 
iLilgendahl. Anna Linnea 
Marshall. Linda 



GRADUATES 

Professional course 



Silver Creek 

Ashville 

Mayville 

Brocton 

Fredonia 

Dayton 

Dunkirk 

Panama 

Cassadaga 

South Dayton 

Portland 

Westfield 

Fredonia 

Fredonia 

Fredonia 

Fredonia 

Dunkirk 

Chautauqua 

Hornell 

South Dayton 

Fredonia 

Cassadaga 

Sinclairville 

Smethport. Pa. 

Sherman 



Martin, Edith L. 
Maytum. Hildegarde 
Olson, Edna Elizabeth 
Ossman. Gustav William 
Park. Allan J. 
Peavy. Grace Berdena 
Phillips. Alice Marion N 

Rink, Nellie M. 
Ruggles. Cynthia Sophia 
Ryan. Emma Elizabeth 
Sardeson. Bessie St Clair 
Scannell. Helen A. 
.Senn. Marion E. 
.Smith. Susan E. 
Stetson, Mary Georgia 
.Strong, Howard Herkimer 
Swyers, Elizabeth Mae 
Tarbox, Love Inez 
Twist, Margaret Mary 
Waite, Clara Annette 
Warner, Velma J. 
Wilcox, Alice Hazel 
Williams. Florence Allen 
Woodford, Mary Winifred 



Fredonia 

Fredonia 

Dunkirk 

Westfield 

Sherman 

South Dayton 

orth East." Pa. 

Little \'alley 

Dunkirk 

Steamburg 

Fredonia 

Dunkirk 

Forestville 

Silver Creek 

Findley Lake 

Sherman 

Brocton 

Cassadaga 

Lackawanna 

Xapoli 

Chautauqua 

South Dayton 

Sheridan 

Fredonia 



ELEMENTARY EDUCATION 



117 



Kinder zarten course 



Edmunds, Isabel Lake 
Fink, Beatrice B. 



Fording, Hattie Bell 
Jackson, Hattie Rose 



Fredonia 
Dunkirk 



Gibbs, 
Martin, 



Helen S. 
Grace E. 



Kindergarten-primary course 

Fredonia Merrihew, Edith Louise 
Fredonia 

Music and draiuinsi course 



Fredonia 
Fredonia 



North East, Pa. 



Beardsley^ Lucy Almira 
Dwyer, Grace E. 
Horton, Mabel 



Hayes, Lillian 

Prish, Florence Ethel 



Gill, Mary Elizabeth 



Fredonia 

Dunkirk 

Silver Creek 



Townsend, Kate Hazel 
Young, Laura Mae 



Hornell 
Fredonia 



Music course 



Fredonia 
Fredonia 



Rollinson, Katharine Almina Olean 

Twist, Margaret Mary Lackawanna 



Draining course 

North East, Pa. Van Duzer, Laura B. 



Silver Creek 



STATE NORMAL SCHOOL AT GENESEO 



GRADUATES 

Professional course 



Abbey, Letitia E. 
Allen, Jennie D. 
Allen, Velma 
Barker, Bessie 
Barry, Gertrude M. 
Barry, Helen 
Beecher, Una M. 
Benedict, Leah 
Blackburn, Marie 
Bliss, !Mary 
Briggs, Florence May 
Brace, Orwell 
Bratten, Cosette A. 
Buckley, Anna R. 
Bush, Etta E. 
Button, Margaret 
Brehaut, Edna I. 
Collins, Hazle 
Collins, Madeline 
Cornwell, Elva A. 
Cotton, Lydia 
Coulthard, Florence 
•Coultry, Clara C. 
Daniels, Olive 
Davin, Bessie 
Davis, Vina 
Dick, Blanche K. 
Doyle, Harriet 
Dublyn. Florence 
Ecker, M. Flossie 
Edwards. Laura A. 
Ellinwood, Mary A. 
Embley. Mary K. 
Finch, Ray ^I. 
Fogarty, Margaret 
Foster, Vera E. 
Fraher, Elizabeth A. 
Fraser. Walter S. 
Gallagher. Cora E. 
Gannett. Clara 
Graham, Anna 
Groff. Cora E. 
Graubert. May J. 
Hagen, M. Louise 
Hartnett, Frances 
Holt. Frances A. 
Howe. Nellie E. 
Keefe, Mary M. 
Kendall. Ethel 
Kennedy, Marv E. 



Angelica 

York 

Canisteo 

Ulysses, Pa. 

Rochester 

Penn Yan 

Atlanta 

Marion 

Caledonia 

Belfast 

Nunda 

Hammondsport 

Portsmouth, Ohio 

Geneva 

Westfield, Pa. 

Belmont 

Geneseo 

Hornell 

Bath 

Perry 

Avoca 

Caledonia 

Mount Morris 

Fillmore 

Avon 

Avon 

Dansville 

Middleville 

Geneseo 

Mohawk 

Whitesville 

Rose 

Holcoinb 

Rock Stream 

Hammondsport 

Middlesex 

Cayuga 

Mount Morris 

Geneseo 

Lyons 

Watkins 

Canisteo 

Bay Shore 

Bay Shore 

Hornell 

Catskill 

LTlysses. Pa. 

Wellsville 

Stafford 

Pavilion 



Kilcoync, Kathryn V. 
Lawrence, Mary L. 
Leopold, Letella 
Logan, Ada I. 
Lookup, Susan 
Luce, Gertrude 
McClintock, Mary 
INlcClure, Edna 
-MacCone, Anna 
McGibeny, Mary 
.\lc(;rath. Margaret M. 
Mcdrath. Mary 
Mack. Margaret 
Mackay, Isabel 
McLaughlin. Agnes 
McLaughlin. Sarah 
Mandia, Lula 
.Morc-y, Ethel E. 
Morris, Florence E. 
Morrow. Ethel M. 
Xewberry, M. Florence 
Northrup. Jennie S. 
Norton, Florence 
( )sborn, Mary L. 
O'Neil. John P. 
I'atterson, Elizabeth G. 
Peabody, Helen M. 
Perkins, Jessie M. 
Pierce. Pearl B. 
Ransbury, Teresa M. 
Rice. Augusta E. 
Rowley, ^labelle 
Shaw, Sarah Elizabeth 
Smith, Henrietta 
Smith, Irene Louise 
Soden, Clara E. 
Symonds. Clinton W. 
Taylor. Mary Emma 
Templeton. Jennie M. 
Thelen, Frances 
Tozier. Jessie ^^^ 
\'^incent. Mabel L. 
Walsh. H. Monica 
Webb. Ethel Lee 
Williams. Ethel ^May 
Wilmot, Jennie 
Windnagle. Nyna 
Winters. Beulah 
Woodward. Ray H. 
Voumans, Helen 



Portageville 

Canisteo 

Baldwinsville 

Linwood 

Marion 

Marion 

Geneseo 

Olean 

Geneseo 

Belmont 

Olean 

Olean 

Caledonia 

Addison 

Little Falls 

Rochester 

Caledonia 

North Rose 

LeRoy 

Geneseo 

Newport 

Cameron Mills 

< )lean 

Wainscott 

PiiTard 

East Bloomfield 

Wayland 

Webster Crossing 

Woodhull 

Hinsdale 

Rochester 

Canisteo 

Nunda 

Wayland 

Cohncton 

Mooers Forks 

Interlaken 

Moscow 

Nunda 

Rath 

Johnsonhurg 

Middleport 

Mount ?iTorris 

Addison 

Warsaw 

Farmersville 

Prattsburg 

Clyde 

Hammondsport 

Geneseo 



ii8 



NEW YORK STATE EDUCATION DEPARTMENT 



Classical course 

Jones, John D. Cuba Smith, L. J. 

Kindergarten-primary course 



Burgess, Alice A. Dansville 

Collins, Reta Esther Dansville 

Deichman, Laura Marie Caledonia 

Downes, Isabel A. Bay Shore 

Durfee, Hazel Cone Geneseo 

Farnham, Ruth M. Wyoming 

Garner, Bernice L. Clarendon 

Kirby, Amy A. Cuba 

Noble, Mollie E. Avon 

Pringle, Florence D. Wayland 



Rockwell, Lillias D. 
Sackett, Minnie E. 
Sherwood, Vina G. 
Smith, Helen A. 
Sutton, Florence M. 
Thorpe, Rhoda A. 
Tirrell, Leah Addie 
Ward, Minnie E. 
Wells, Blanche H. 
Windolph, Mabel C. 



Lynbrook 



Pueblo, Col. 

Avon 

Piffard 

Java 

Avoca 

Rochester 

Seneca Falls 

Savona 

Pavilion 

Norwich 



Teacher-librarian course 

Kilian, Hazel E. Utica 

STATE NORMAL SCHOOL AT NEW PALTZ 



GRADUATES 

Professional course 



Adolph, Maizie 
Albee, Mabel 
Arnott, Bessie 
Bergen, Nellie 
Birdsall, Elizabeth 
Bolton, Marie 
Boyd. Sadie B. 
Brayton, Eva 
Brennan, Mary A. 
Burnstine, Esther 
Byrnes. Meta K. 
Cain, Emma C. 
Cameron, Mary E. 
Casey, Alice M. 
Cathcart, Agnes 
Costello. Alice 
Crofts. Gladys 
Cusack. ]\Iarie 
DeGroot. Laura 
Denniston. Edna F. 
Devine. Anna 
Devo. Hazel B. 
Du'Flon. Alton H. 
Elsworth. Cleon 
Finch, Louise F. 
Flynn. Anna C. 
Fowler. Stisan 
Frazee. Henrietta U. 
Goring-, Edna M. 
Hammond. Cornelia S. 
Heinsohn. Madalene 
Hibler, IVTarv 



Boucher. Elizabeth T. 
Johnson. Josephine 
iVTcFerran, Fave 



Highland Falls 

Roscoe 

Walden 

Port Jefferson 

Yorktown Heights 

Gouverneur 

Kingston 

Edwards 

Stamford, Conn. 

Newburgh 

Fishk'" 

Chester 

New Rochelle 

Cold Spring 

Newburgh 

Kingston 

Newburgh 

Kingston 

Goshen 

Meadow Brook 

Rifton 

New Paltz 

Kingston 

Port Ewen 

Peekskill 

Harrison 

Port Ewen 

Port Jervis 

Wappingers Falls 

Kingston 

Mount Vernon 

Highland Falls 



Holmes, Elsie A. 
Houston, Elizabeth W. 
Husted, Emily H. 
Kallina, Josephine 
Leafstrand. Esther E. 
LeFevre, Mary A. 
McCann, William A. 
McGinn, Nellie I. 
Merwin, Alice B. 
Morgan, Kathryn 
Mullarlev, Teresa F. 
Murphy. Edith 
Murphy, Grace S. 
Murray. Tennie R. 
Nell. Edi"th 
Newman, Anna 
Patchin, Beatrice J. 
Peattie, Mae R. 
Purdv. Mildred E. 
Raftery. Mary G. 
Rudd, Florence 
Ryon. Marion 
Schattan, Theresa A. 
Seybolt, Audrey 
Sevbolt, Muriel 
Steele. Mary B. 
Stephenson. Elizabeth 
Tooker. Irene 
Tvler. E. Louise 
Tully. Eva M. 
Van Aken. Frances L. 
Welsh. Margaret 



Kinder ^art en-primary course 



Mount Vernon 

Edenville 

North Tarrytown 

Chester 

Tompkins Cove 

New Paltz 

Kingston 

Glenham 

Matteawan 

Rosendale 

Dvkemans 

Highland Falls 

Gloversville 

Amityville 

Walden 

Yonkers 

Pine Plains 

Fishkill 

Mount Vernon 

Cold Spring 

Mount Vernon 

Rosendale 

Highland Falls 

Thompson Ridge 

Thompson Ridge 

Mamaroneck 

Hurd 

Port Tefferson 

Salisbiirv Mills 

Flushing 

Port Ewen 

White Plains 



Syracuse 

Bigelow 

Gouverneur 



Smith. Anna E. 
Taylor, Lena B. 



West New Brighton 
Gloversville 



STATE NORMAL SCHOOL AT ONEONTA 
GRADUATES 



Augustin. Eloise 
Babbitt. Harriet A. 
Balcom. Helen C. 
Bartlett. Carrie A. 



Professional course 

Oneonta Bartow. Elsie E. East Patchogue 

Oneonta Bell, Goldie A. Oneonta 

Penn Yan Blanchard. Maude J. Ticonderoga 

Winfield Bodlev. Cora M. Afton 



ELEMENTARY EDUCATION 



119 



Bostwick, iMargaret A. 
Boyle, Edith M. 
Brainard, Julia 
Brunner, Madge C. 
Burhyte. Bessie E. 
Burke, Johanna C. 
Burtison. Rose L. 
Bushnel!. Marion L. 
Button. I.ucy 
Casselle. Maud W. 
Chapin, tiladys 
Chase. Susie J. 
Church, Leeta W. 
Cleary, Elizabeth F. 
Cohen. Helene I. 
Collins, Mildred E. 
Coolev. Margaret F. 
Cordrier. Elizabeth M. 
Cox, Mary A. 
Crandell, Marion R. 
Cunningham, Helen G. 
Danehv. Nellie M. 
Davis." Effie B. 
Dixon. Hazel N. 
Dolan. Marguerite M. 
Donnan. Belle W. 
Donnan. Elizabeth 
Donnan. Jennie A. 
Donnelly, Anna E. 
Donnelly. Ella M. 
Enright, Jane 
Fitzgerald. May 
Fleming, Blanche 
Forbes. Tna 
Franz, Emma A. 
Gage. Rena B. 
Galvin. Elizabeth R. 
Gilbert. Hilda C. 
Gladstone, M. Mildred 
Gould, Lillian M. 
Green. Ethel M. 
Hager. Blanche 
Hamilton. Mabel 
Harris. Dorothy 
Harris. Opal E. 
Harris. Z. Grace 
Healy. Mary T. 
Hempstead. Eva M. 
Hennes=v. Loretto 
Heslop. Alice P. 
Hinman. Stanley T. 
Holme=. Joseph L. 
Howell. Nathan R. 
Hyde, ivrvrtha E. 
Tarvis. May L. 
Joslin. Lucy L. 
judd, Carrie B. 
Kalligan. Thomas J. 
King. Alice E. 
King, K. Mabel 
Krum. Ida A. 
Kutz. Erma L. 
Lake. Susie L. 
Leach, .^da 
Leonard. Josephine M. 
Lewis. Mary I. 
Louer. Alice M. 
Lvon. S. Ethel 
McCarthy, Margaret 
ATcTntosh. Edith F. 
Mackey, Emily E. 



Amsterdam 

Remsen 

Oneonta 

Saratoga Springs 

Brookfield 

Utica 

Unadilla 

Gilbertsville 

Sharon Springs 

West Coxsackie 

Wellsbridge 

Waterford 

Schenectady 

Waterville 

Gloversville 

Utica 

LTtica 

Valley Falls 

Herkimer 

Otego 

Hudson Falls 

Hamilton 

Delhi 

South New Berlin 

Hunter 

Galway 

Galway 

Galway 

Glens Falls 

Schuyler Lake 

IsHp 

Deansboro 

Wellsbridge 

Johnstown 

Catskill 

South New Berlin 

Binghamton 

New Lisbon 

Delhi 

' Ilion 

Eaton 

Stamford 

Stamford 

Jefferson 

Otego 

Saratoga Springs 

Little Falls 

Ilion 

Utica 

Gilbertsville 

Vernon 

Oneonta 

Speonk 

Afton 

Ilion 

Amsterdam 

Worcester 

Oneonta 

Valley Falls 

Andes 

Krumville 

Binghamton 

White Creek 

Glens Falls 

Saratoga Springs 

Johnstown 

Utica 

Port Chester 

Utica 

Rockville Center 

Medusa 



Malcolm, Ethel L. 
Maloney, Alta D. 
Markham, Sarah 
Marshall, Elmira 
Marson, Ruth E. 
Mason, Dorothy L. 
Mattice, Belle A. 
Mattice, Inez V. 
Maxwell, Anna L. 
Maxwell, Beth 
Maynard, Mabel A. 
Meek, Laura E. 
Metzger, Mary J. 
Miner, Mary 
Misner, Laverne 
Mitchell, Sarah G. 
Morse. Cecil G. 
Moshier, Minnie T. 
Murphy, Mae 
Murphy, Mary L. 
Murray, Marcella M. 
Nelson, Mary E. 
Noxon, Grace J. 
O'Keeffe, Marguerite A. 
Ott, Helen R. 
Palmer, E. Louise 
Peck, Jennie 
Pike, Vesta L. 
Pollock, Maude A. 
Powell, Clara A. 
Raban, Ethel N. 
Reid, E. May 
Rice, Ethel C. 
Rice, Grace M. 
Rice, Laverne 
Rickard, Lena M. 
Riedel, Mary C. 
Risley, Sarah C. 
Roohan, Alice J. 
Root, Adelia E. 
Seager, Myrtle A. 
Sebastian, Leone I. 
Sexton, Rosemary 
Shaul. Adaline D. 
Sheldon, Mabel 
Sherman, Charlotte B. 
Sibley, Lillian E. 
Sickler, Hazel A. 
Smith, Alice W. 
Smith. Annette E. 
Smith, Elizabeth B. 
Sprague, Susie B. 
Stevens, Harold D. 
Sullivan, Anna R. 
Sullivan, May V. 
Switzer, Mary A. 
Tefft, Vera A. 
Terwilliger, Helen G. 
Travis. Alice M. 
Travis. Zena R. 
Tremlett. Elizabeth S. 
Vanguilder. Clarice 
Vantine, Maud 
Vroman, Edna F. 
Warner, Ada Belle 
Weber. Elizabeth A. 
Whitson. Helen M. 
Wilkinson. Ida S. 
Windsor, T.rina A. 
Winton. Millicent F. 



Clayville 

Oneida 

Constableville 

Johnsonville 

Marcy 

Oneonta 

Davenport 

Middleburg 

Saratoga Springs 

East Greenwich 

Frankfort 

Greenwich 

Herkimer 

Gardiner, Me. 

Liberty 

Remsen 

Oneonta 

Utica 

Fort Edward 

Little Falls 

Peekskill 

Eagle Bridge 

North Creek 

Hadley 

Verona 

Gilbertsville 

Camden 

Hoosick Falls 

Richfield Springs 

Constableville 

Valley Falls 

Whitesboro 

Patchogue 

Hudson Falls 

Parksville 

Cobleskill 

Utica 

Waterville 

Saratoga Springs 

Sidney 

Arkville 

Boonville 

Utica 

Saratoga Springs 

Oneonta 

Melrose 

Schenevus 

Oneonta 

Canajoharie 

Remsen 

Canajoharie 

Greenwich 

Sharon Springs 

Utica 

New Rochelle 

Eaton 

Brookfield 

High Falls 

Peekskill 

Roxbury 

Garrattsyille 

New Rochelle 

LTtica 

Middleburg 

Bainbridge 

Orange, N. J. 

Wyandanch 

New Rochelle 

Windsor 

Easton 



English course 



Tompkins. Leslie A. 



Coxsackie 



Anson. Ruth M. 
Brown, A. Louise 
Griffith, Mildred A. 



Kindergarten course 

Essex Hyde. Marjorie D. 
Adams Wright, Anna M. 
Glens Falls 



Jordanville 
Hudson Falls 



I20 



NEW YORK STATE EDUCATION DEPARTMENT 



Cheritree, Agnes J. 
Clough, Sophie G. 
Cogavan, Rosemary 
Coxe, Bertha 
Eldredge, Mary R. 
Haynes, Grace G. 
Kirkpatrick, Lulu 



Kindergarten-primary course 



Glens Falls 
Oneonta 

Amsterdam 
Harrison 

Amsterdam 

Inwood 

Hancock 



Merrell, Elizabeth 
Parks, Helen J. 
Searles, Erma T. 
Shafer, Mary 
Stowe, Gertrude 
UnderhiU, Ellen L. 
Westcott, Edith R. 



Greene 

Oneonta 

Schaghticoke 

Argusville 

Windsor 

Rochelle 

Milford 



STATE NORMAL SCHOOL AT OSWEGO 



Allard, Frances Genevieve 
Baker, Florence Elizabeth 
Blum, Jeannette Julia 
Butler, Helena V. 
Daly, Winifred Anne 
Damm, Mary Veronica 
Davis, Cornelia IMary 
Dowd, Margaret L. 
Eddy, Ruth 

Gere, Robert Whitcomb 
Hunt, Mary Marjorie 



GRADUATES 

Professional course 

Oswego Kirwan, John J. 

Oswego Loftvis, Mary Ethel 

Gloversville Martin, Esther Elizabeth 

Utica Meagher, Kathleen Whalen 

Pulaski O'Brine, Mary Joseph 

Oswego Rylah, Mabel 

Utica Spicer, Edna Middleton 

Oswego Sellier, Elizabeth Mortimer 

Oswego Still. Clara F. 

Fayetteville Towse, Anna Bernadetta 
Oswego 



Oswego 

Oswego 

Oswego 

Oswego 

Auburn 

Yonkers- 

Perch River 

New York 

White Plains 

Oswego 



Kindergarten-primary course 



Bradford, Cynthia Rosina Little Falls 

Edwards, Irene Fultonville 

Everts, Ethel Lucretia Mexico 



Ferguson, Helen Marguerite Little Falls 
Morey, Florence Julia Morton 

Woodhull, Julia B. Patchogue 



Brumfield, Harriet Wood Oswego 

Crocker, Mabel Beatrice Saratoga Springs 



Kindergarten course 

Wakeman, Mary Elizabeth 



Herkimer 



GRADUATES, JUNE I9II 

Professional course 



Baker, Louise Frances 
Barry, Teresa Josephine 
Bechard, Lucienne M. 
Beebe, Olive C. 
Bell, Florence C. 
Birbe, Mary Alice 
Boyle, Ellen Mary 
Bradley, Jessie R. 
Brewster, Marguerite E. 
Brinkerhoff, George John 
Buckley, Gertrude Agnes 
Buerman, Mabel S. 
Bullard, Mary Agnes 
Burden, Anna Elizabeth 
Burns, John H. 
Burns, Robert L. 
Carpenter, Rodella Alma 
Carr, Ruth Mills 
Connor, Anna Veronica 
Colihan, Elsie May 
Conroy, Sarah Elizabeth 
Corr, Elizabeth Augusta 
Cronan, George D. 
Davies, Margaret Louise 
Dowdle, Jes?ica 
Failing, Stildred 
Farrell, Margaret Louise 
Farricy, Eleanor M. 
Fay. ^largaret Cornelia 
Foster, ^Margaret Agatha 
(iarland, Lena Caroline 
Geer, Amber May 
Gilmore, Marjorie Edna 
Gorman, Katherine A. 



Utica 

Savannah 

Oswego 

Oswego 

Utica 

Frankfort 

Rome 

Fulton 

Cape Vincent 

Red Creek 

Elmira 

Sodus 

Sterlingville 

Oswego 

Oswego 

Oswego 

Oswego 

Fulton 

Ontario Center 

Rome 

Marcellus 

Rome 

Oswego 

Girard, Ohio 

Oswego 

Oswego 

Oswego 

Syracuse 

Oneida 

Oswego 

Oswego 

Oswego 

Dexter 

Oswego 



(ireenfield, Catharine Shields Watertown 

Handy, Hazel Dorothy Gloversville 

Hayes, Jennie Louise Rome 

Heilganz, Frances Louise Marcellus 

. Hoyt. Plelen E. Walton 

Jacks. John P. Oswego 

Kane, Helene Agnes Oswego 
Kegg. Bertha M. Cranberry Creek 

Kincaid, Stella Lisle 

I^ewis. Katherine Mary Oswego 

Lewis. Lena Mae Martville 

Mackin, Irene Marie Oswego 

Martin, Marguerite Esther ' Oswego 

Martin, Neil S. Oswego 

McCall, Ralph H. Oswego 

McGinn. Mary Teresa Skaneateles 

McTiernan. Margaret E. Little Falls 

Mowrv. Ethelyn Frances Mexico 

Murphy, Nellie M. Rome 

Mvers, Florence E. Yonkers 

Nelson, Mary Louise Amsterdam 

Nolan, Jame's Patrick Auburn 

O'Connor, Mary Louise Oswego 
Ottley, Mildred Ellen Seneca Castle 

Parker, Minnie B. Syracuse 

Patterson, Elizabeth Clara Wilson 

Peck, Flora Estelle Syracuse 

Peno, Mary Agnes Oswego 

Pellettieri, Rosina A. Utica 
Robinson. Lulu L. Livingston Manor 

Rogers, Ruth Isabella Fulton 

Rosenqvist, Olga Safia Yonkers 

Russell, Thomas G. Rush, Pa. 

Savage, Leslie Oswego 



ELEMENTARY EDUCATION 



121 



Schuyler, Eleanor Livingston Goshen 

Shriver, Ralph Frank Horseheads 

Smith, Sarah Edith Little Falls 

Somers, Harriet Park Belgium 

Stone, Donna Isabel Oswego 

Stone, Florence May Oswego 

Tooley, Queenie Rose Fulton 

Traver, Florence Mae Amsterdam 



Tucker, Nellie Ethel Potter Oswego- 
Tyler, Ruby Mae Greenwood 
van Hee, Nina May Williamson 
Walsh, Sarah M. Oswego 
Wetherald, Grace Wilson 
Wibbe, Sophia A. Oswego 
Wilde, Mabel Anna Martville 



Kindergarten- primary course 



Brewer, Anna May Oswego 

Brumfield, Harriet Wood Oswego 

Coleman, Anna Lottie Hilton 

Cusick, Helen Shatzel Syracuse 

Healy, Mildred Pauline Jordan 

Healy, Reba E. Jordan 

Healy, Reta Helen Jordan 



Herman, Mabel Ursula Newark 

Hodder, Marval Asenath Gloversville 

McCormick, Marion Bessant Phoenix 

Still, Marion E. Johnstown 
Walters, Irene H. East Syracuse 

West, Mabel E. Newark 

White, Mildred Eloise Oswego 



Brown, Lulu Florence 
Burr, Minnie Louise 
Dalton, Kathleen Cecelia 
Davis, May Ida 



Kinder mrten course 



Gloversville 

Oswego 

Oswego 

Fort Edward 



Gray, Alice 
Seamans, Ruth Ella 
Shibley, Eleanor 



Livingston Manor 

Pulaski 

Johnstown 



STATE NORMAL SCHOOL AT PLATTSBURG 



Buxton, Inez P. 
Bendon, Margaret A. 
Crane, Mary F. 
Cooper, Cassie E. 
Dougan, Susie C. 
Dundas, Margaret C. 
Finn, Mary Ellen 
Graves, Mary E. 
Henault, Aurore M. 
Haley, Frances Loviise 
Kelly, Gladys 



GRADUATES 

Professional course 



Plattsburg 

Mechanicville 

Saratoga Springs 

Burke 

Witherbee 

Port Henry 

Fort Edward 

Plattsburg 

Tupper Lake 

Plattsburg 

Plattsburg 



Lee, Stella C. 
McGivney, Mary Louise 
Mitchell, Pearl 
Middleton, Blanche L. 
Potter, Cordelia R. 
Simpkins, Jennie M. 
Sutherland, Charlotte I. 
Smith, Jennie E. 
Twilger, Aura B. 
Volpert, Eva R. 
Wilkens, Louise E. 



Mechanicville 

Malone 

Saranac 

Mineville 

Plattsburg 

Plattsburg 

Mineville 

Lake Placid 

Port Henry 

Lake Placid 

Lake Placid 



Forsythe, Mary E. 
Larson. Anna Belle 
McCarthy, Agnes V. 
Meade, S. Evelyn 



Kindergarten-primary course 



Enosburg Falls, Vt. 

Lyon Mountain 

South Plattsburg 

Fort Covington 



Moffitt. Alice M. 
Sutherland, Charlotte 
Sadler, Helen B. 
Vilas, Beatrice A. 



Plattsburg 

Morrisonville 

Plattsburg 

Burlington, Vt. 



STATE NORMAL SCHOOL AT POTSDAM 



GRADUATES 

Professional course 



Backus, Jane Pearl 
Bacon, Carrie Arzelia 
Badger, Ina 
Bosworth, Ruth Mary 
Barnett. Blanche Chatterton 
Brownell, Grace Maude 
Brownell, Jessie Sarah 
Brainard. Frances 
Bundy, Mabel Susan 
Calnon, Catherine A. 
Clarkin, Anna Veronica 
Clark, Carrie Hazel 
Comins, Caroline Hayes 
Condon, Anna Mae 
Copeland, Mildred Emma 
Costello, Mary Isabella 
Crowley, John Walter 
Curtis. Carrie -Stanley 
Davis, Allen Stuart 
Desmond, (^iertrude A. 



Canton 

Potsdam 

Depeyster 

Lowville 

Potsdam 

Potsdam 

Johnstown 

Oxbow 

Canton 

Canton 

Madrid 

Plumbrook 

Adams 

Potsdam 

Parishville 

Port Henry 

Winthrop 

Three Mile Bay 

Cape Vincent 

Brasher Falls 



Dickson, Emma Beryle 
Downey, Joseph Richard 
Dullea, Dennis James 
Finnegan, Rose Loretta 
Forbes, Marion Belle 
Forsythe, Hazel Maude 
Franklin. Ruby Mae 
Goodhartt, Mary Jane 
(iorman, Mary Gertrude 
Graffin. Grace Theresa 
(trandy, Florice Hall 
Grant. Florence Edith 
Graves, Floy lone 
fiutterson, Olive M. 
Haig, Mollie Frances 
Hallahan, Katheryn Mary 
Halpin, John Henry 
Haves, Charlotte Kathryn 
Hazelton. Althea Edith 
Hefferon, Ella Jeanett 



Waddington 

Potsdam 

Hopkinton 

Malone 

Carthage 

Waddington 

Potsdam 

Potsdam 

Madrid 

Ogdensburg 

Hermon 

Potsdam 

Potsdam 

Lisbon 

Madrid' 

North Lawrence 

Potsdam 

Potsdam 

Potsdam 

Cantoit 



122 



NEW YORK STATE EDUCATION DEPARTMENT 



Holden, Howard Lee Potsdam 

Johnson, Allen Charles Winthrop 

Johnson, Ola Althea Harmon 
Kennehan, Marion M. Brasher Falls 

Lawrence, Nellie Elizabeth Massena 

LeFevre, Susan Catherine Potsdam 

Lemmon, Ivaloo Ruth C. Ogdensburg 

Lewis, Helen Marguerite Potsdam 

Locklin, Mary Alice Watertown 

Lock-wood, Harold Rollin Potsdam 

Maclntyre, Elizabeth Mary Potsdam 

Mason, Gladys Alene Depeyster 

McAdams, Kathleen Anne PennYan 

McCuen, Pearl Anna Potsdam 

McGovern, Katherine Ann Lowville 

McGrath, Mae Elizabeth Lowville 

McGrath, Mayme Theresa Lowville 

McIIwee, Jennie Martha Heuvelton 

McLaughlin, Mary Evelyn Canton 

Merithew, Lena A. Richville 

Newell, Marion Eliza Potsdam 

Newman, Ethel Clara Redwood 

Newman, Pauline Harriet Rossie 



O'Connor, Irene Potsdam 

O'Connor, Mary Elizabeth Potsdam 

Olmstead, Eva Marie Colton 
Ouincer, Katherine Elizabeth Redwood 

Kiggs, Margaret Louise Potsdam 

Roach, Grace Agnes Colton 
Robinson, Hazel Mildred South Hero, Vt. 

Rounds, Lulu Pearl Depeyster 

Ryle, Grace EHzabeth Potsdam 

Seymour, Nellie Marie Canton 

Smith, Frances Eliza Ogdensburg 

Smith, Mary Gertrude Colton 

Spears, Nettie Agnes Colton 

Spencer, Olla Electa Ogdensburg 

Taylor, Ina May Antwerp 

Vock, Lotta May Theresa 

Waite, Ruth Mary Antwerp 

Wall, Orpha Sophia Ogdensburg 

Waterman, Margaret McN. Ogdensburg. 

Watterson, Jean L. M. Colton 

Whitman, Lena Brushton 

Wilcox, Mabel Estella Potsdam 

Wright, Bessie Common Waddington 



Hatch, Theresa Agnes 



English course 

Potsdam Potter, Clara Allen 

Kindergarten-primary course 



Adams, Edna Lillian 
Avery, Carrie Maude 
Baker, Marjorie Phoebe 
Chaney, Mittie F. 
Chittenden, Maude Isabel 
Clark, Jennie Elaine 



Watertown 
Waterville 
Watertown 

Tupper Lake 
Potsdam 

Brasher Falls 



Cronk, Daisy Elizabeth 
Davis, Alta May 
Emery, Josie Maude 
Jillson, Frances Louise 
Sherman, Dorothy 
Wetmore, Ethel Harriett 



Potsdam 



Norwood 
Mohawk 
Pgtsdam 
Ogdensburg 
Potsdam 
Norfolk 



LB N '12 



